Analyzing The Present Education Situation Of The Teachers In-service And Studying Countermeasure

The needs of the times and the development of education decide that the in-service education is an effective means to enhance the quality of teachers, which is also the priority for teachers’construction. In recent years, with some regulations being promulgated, such as The Procedures in Kindergarten, The Guidelines for Kindergarten Education, Several Opinions on the Current Preschool Education Development,(No.41 [2010] by Chinese Government), preschool education has been paid more and more attention by the government. The regulations are eager to improve preschool teachers training system, innovative training model, and a series of detailed planning. With time going on, lifelong learning is vital to everyone, especially for teachers. Sometimes the teachers can’t meet the need of the continuous development of preschool education and their own professional development. Therefore, the study of the present education situation of the teachers in-service and studying countermeasure, so as to improve the present situation, and to build a high-quality preschool teachers, has important significance to improve the quality of kindergarten teaching.This paper, mainly based on teachers’professional development theory, the half-life period of knowledge theory and lifelong education theory as the theoretical basis, uses literature method, questionnaire survey method to carry out the investigation on the status of the Wangqing County in-service kindergarten teacher education. Through the investigation of the in-service education training mode, cognitive attitude, participating in several aspects, curriculum, degree of satisfaction and professional development needs in Wangqing, based on analyzing the data, this paper argues that the present effect of Wangqing County in-service kindergarten teacher education is obvious. But there are still many problems. First, the teachers’ actual participation in-service education way and training models still has certain disparity to what teachers expect. Secondly, kindergarten teachers of different nationalities, age, seniority, degree, titles for in-service education training mode and participatory approaches are contradictory to what the teachers expect. Thirdly, the aim to participate in in-service education is not pure, and some teachers think it useless to participate in in-service education.Aiming at these problems, the paper finally put forward the change of teachers’ ideas, building evaluation mechanism and incentive system, listening to the opinions of the front-line teachers, building service education and training mode according to the actual situation of different teachers, strengthening in-service education pertinence and practicability, and increasing the investment in Education. Only in this way can we improve the in-service kindergarten teachers’ education in Wangqing County.