An Investigation Of Present Situation On Teachers’Professional Competency In Jinan

Along with the national medium and long-term education reform and development plan outline, the3-6years old children’s learning and development guide "issued by the execution, and around three years of preschool education department have issued a plan of action, the vigorous development of preschool education gradually appears as a bright scenery, as the impact of the determinants of preschool teachers’teaching quality ability raise problems once again become the focus.At home and abroad in this paper, the paper analyzes about the document of preschool teachers’professional ability, that preschool teachers’professional ability is in daily life by specific education preschool teachers’teaching behavior reflected the knowledge, skills, etc, mainly including education activities of the planning and implementation, a day of life with the ability of conservation of ability, motivation and evaluation of ability, communication and cooperation ability and the ability of reflection and development. Preschool teacher education mainly includes pre-service training and on-the-job training, preschool teachers’professional ability of ascension also mainly depends on the two forms of learning.This study adopts questionnaire survey, using the "questionnaire of preschool teachers’professional ability" as a research tool. The questionnaire is southwest university graduate student Ye Li compiled, with good reliability and validity. Questionnaire includes47subject, content involves the reflection and development of preschool teachers ability; The ability of communication and cooperation; The ability of education teaching plan and implementation; The ability of incentive and evaluation; A day of life ability to organize and conservation of the five indicators. With the method of random sampling,392in-service preschool teachers in jinan as the research subjects, to study the status quo of preschool teachers’professional ability of jinan, to collect back data using independent sample T test and variance analysis methods for processing, such as the results of the study are as follows:1. Overall, Preschool teacher’s professional ability in the average level. In jinan in the various indicators of preschool teachers’professional ability, education activity plan and the organization’s ability to score the highest, the second is the daily life of the organization’s capacity, the third is the ability of communication and cooperation, the fourth is the ability to incentive and evaluation, the last is the ability of reflection and development.2. Age in preschool teachers’ professional ability is extremely significant differences in general. The age of the early childhood teachers in reflection and development ability, the education teaching ability to plan and implement two there is extremely significant difference, in one day life ability of organization and conservation, incentive and evaluation on the two obvious differences, the significant differences on the index of communication and cooperation.3. Teaching experience in the preschool teacher’s professional ability is extremely significant differences in general,6-10,11to15years,20years is significantly higher than the following5years; More than20years is significantly higher than6-10and16-20years. Teaching experience for preschool teacher’s professional ability and development, education in the teaching plan and implementation, and one day life is extremely significant differences in the three indicators, both in communication and cooperation, motivation and evaluation indicators on the obvious differences.4. The nature of the kindergarten in the preschool teachers’professional ability and there were significant differences on each target as a whole. Garden by nature to the development of preschool teachers’ professional ability in reflection and extremely significant differences on the indicators, in the education teaching plan and implement, incentive and evaluation exist obvious differences in these two indicators in the communication and cooperation, the organization and conservation of these two indicators of life exist significant differences.5. Preschool teachers’ qualification in preschool teachers’ professional ability, on the whole, obvious differences. In the communication and cooperation, education teaching on the planning and implementation of the two indicators of obvious differences.6. The kindergarten level in professional ability is extremely significant differences in general, city park is significantly higher than area demonstration garden, primary and secondary. Different kindergarten level of preschool teacher’s professional ability in reflection and development ability, communication and cooperation ability, education and teaching activities planning and implementation ability three indicators are extremely significant difference, the incentive and evaluation ability, a day of life ability in organization and conservation measure exists obvious difference.7. Gender in addition to the significant differences on the communication and cooperation of indicators, the overall in preschool teacher’s professional ability and there is no difference on other four indicators.8. Technical secondary school or high school, college degree of preschool teacher’s professional ability is significantly higher than the undergraduate course. The first record of formal schooling on preschool teachers’ professional ability of the five indicators there is no difference.9. The overall title of preschool teachers in early childhood teachers professional ability and there is no difference on the indicators.Thesis on the basis of investigation and analysis, from the perspective of pre-service training and in-service training puts forward Suggestions for the improvement of preschool teachers’professional ability: first, improve education class core curriculum; Second, improve the discipline specialized courses; Third, improve the education practice curriculum; Fourth, increase government financial support, and enhance the kindergarten software and hardware construction; Fifth, in stages, according to the level it with specific training; Sixth, inquest into an organic whole, leading the development and meet the needs of preschool teachers; Seventh, strengthen the supervision and management of the centralized feedback.