The Study On Professional Knowledge Of Rural Kindergarten Teachers

Teachers are one of the most important factors affecting the development of education and education reform, which is to determine the key factors in the quality of teaching, also a key factor in the implementation of quality education. Research of improving the kindergarten teachers’ professional knowledge concerns the quality of early childhood education. Based on this, this study selected rural kindergarten teachers from Yubei in Chongqing province and Bijie, Zunyi, Tongren in Guizhou province as the research object. we adopt the way of with literature method, questionnaire method and interview method on rural kindergarten teachers’ knowledge of child development, child care, education and general knowledge.The study found:First, the rural kindergarten teachers’ professional knowledge to grasp the overall level is not high, Second, kindergarten teachers for early childhood development in rural areas of knowledge understanding and awareness of the general good, the characteristics of early childhood development age knowledge and understanding of the individual differences of knowledge to understand more deeply, Three rural kindergarten teachers’ knowledge and understanding of early childhood care and education is generally good understanding, in which the teaching objectives, methods, approaches, such as more in-depth understanding of understanding, Four is the rural preschool teachers’ understanding of general knowledge and understanding is below average level, artistic scored the highest, followed by modern information technology knowledge, knowledge and natural science and humanities and social science knowledge score is relatively low; the overall analysis of the different expertise of the teachers there were significant differences in teacher pay, teacher titles, kindergarten and kindergarten class type personal background variables; different teachers for early childhood development knowledge awareness analysis showed significant differences in the income of teachers, kindergarten and kindergarten class type personal background variables; different teachers for early childhood care education knowledge awareness analysis showed significant differences in teachers’ personal background variables of income, titles and kindergarten teacher type; different general education teachers recognize knowledge analysis showed significant differences in teachers’ personal background variable income.This article draws on lifelong learning theory,ecological theory of human development, teacher development stage theory and preschool teachers’ professional development stage theory,Subjective factors from teachers, nursery garden of the system and the organization of national policies affecting rural kindergarten teachers’ professional knowledge of the factors analyzed,The factors include:the development of expertise in rural kindergarten teachers lack of knowledge, training opportunities in rural and less kindergarten, kindergarten teacher training in rural areas lack of targeted government investment in education in rural kindergarten inadequate rural kindergarten teachers, academic and non-academic training out of touch, rural kindergarten rating standard deviation of execution.This study proposes to improve rural teachers’ professional knowledge of nursery development strategy:first kindergarten teachers in rural areas should establish a professional ideal, lifelong learning concept, and should clarify the professional development stage of self awareness and learning content;Secondly rural kindergartens should be established democratic and harmonious atmosphere garden organized and coherent regulatory framework; and finally the government should increase revenue, improve promotion channel, improve the status of teachers in rural kindergarten, kindergarten teachers enrich rural education and training mode, monitoring kindergarten rating criteria carried out.