Practical Study On The Professional Key Teachers Training Of Preschool Education In Base S

Content:Teachers’ quality is one of the most important factors to affect the quality of vocational education. That’s why our government takes it seriously. There comes out so many education organizations for child that the graduates of preschool education are very popular these years. This study chooses "the professional key teachers training of preschool education in base S" as the starting point for two reasons. One reason is that it is representative in base S, and the other one is that to know its current situation and problems can be helpful to improve the quality of teacher training.This study uses literature,questionnaire survey,interview and observation. Through searching the literature, the literature summarization and theory basis of teacher training parts have been finished. Besides,some of the literature enlightens me on the suggession at the last part. The training needs convey and the training result convey employ questionnaire survey. There are 106 objects from three classes of Base S. Intervation and observation are used to know the training processes.Three key concepts are abstracted which are preschool education,key professional teacher, key professional teacher training. This study mainly solve four questions:(1)What’s Teacher Professional Development Theoty and Lifelong Learning Theory? How’s the policy condition of vocational education teacher training?(2)How’s the training needs like in Base S? How’s the training going? And how’s the result?(3)What’s the problem of teacher training in Base S and how to improve it?According to the questions above,the article can be divided into four parts as follows:The first part(Chapter 1) is the introduction. It tells the purpose and the significance of this study. And it summarizes the related references of teacher training in and out of the country. And it defines the core concepts such as preschool education major, professional key teacher training.The second part(Chapter 2) is about the theory basis of teacher training and the policy basis of the secondary vocational school teacher training. The theory basis concludes the theories of teacher professional development stages and study lifelong. The policy basis introduces the suggestion to improve the quality of vocational education teacher which published in recent years.The third part(Chapter 3-5) is about the investigation and research of professional key teacher training of preschool education in base S. It analyzes the current situation of the training based on the general situation of base S, training need survey, training process and the quality survey. The objects of training need survey and quality survey are 106 trainees from three training classes. The processes of training based on observation and interview mainly introduce six aspects concluding the qualification and register of the trainees, training goals, trainer employment, training content and ways, assessment, management and service.The fourth part(Chapter 6) is about the problems and the reasons behind. According to the investigation and research, there are four problems. Firstly, the trainees come from many different majors makes the training difficult. Secondly, the course setting can’t match well. Thirdly, the training mode is relatively single. Fourthly,the practice stage in preschool education organization becomes formalism. There are also four suggestions to improve the training:examining trainees strictly according the qualification;strengthening the investigation stage of training need to better the training plan; seeking new training mode positively; emphasizing cooperation between preschool education organization and base S.At last, there gives the insufficient of this study and the suggestions for future studies.