A Supportive Strategy Research Of Kindergarten On Improving Effectiveness Of Teachers’ Training

In recent years, a variety of preschool education needs rise, and the preschool education business has developed rapidly in our country. The development of kindergarten is not only the improvement of hardware facilities but, even more importantly, the optimization of education quality caused by the professional development. In order to develop teachers’ professional skills, the nation invests a lot of human, material and financial resources in the teachers’ in-service training and carries out the “National training plan” of kindergarten teachers which positively improves the education of kindergarten. However, the effectiveness of training is still controversial, such as the poor acceptance to the training for preschool teachers, small training harvest and low applicability. There are many influence factors in training results, and the kindergarten support of teachers’ in-service training is one of the important factors.The in-service training supporting strategy for teachers who participate in the “National training plan” has been analyzed from the point of sending to the training in this research which uses the H preschool education group as sample.And we put forward five more perfect suggestions, based on the theory of learning dimension theory, which are able to promote the training effectiveness of preschool teachers. One is from the emotion dimension to stimulate internal demand of teachers’ training, which are from being wanted to learn to wanting to learn; two is from the dimensions of knowledge integration to help teachers organize thinking, which are from a loss to learn to understanding; three is from the knowledge refining dimension to help teachers form self-character, which are from forgetting to remembering; four is to promote teachers from using the dimension wisdom for the practice meaningfully, which taking the training into practice; five is through the training of thinking ability to impel the teachers’ lifelong learning habits, which could improve the occupation ability. The study also shows the good effects on training made by the five aspects of supporting strategies in the case analysis. In conclusion, a kindergarten should be aimed at the training needs of teachers, and give teachers support to on-job training; two is the five strategies we proposed has received good results in the kindergarten, which are at the same time with reference to other teachers training value.