Investigation On Pre-school Teachers’ Receptivity Of The Instructional Book

Instructional book as the main reference for preschool teachers to carry out the educational activities, the direct user are the preschool teachers, indirect beneficiary are the children. Therefore, preschool teachers attitude and behavioral intention to instructional book is directly influence the quality of teaching and children’s education. Based on this, the study chose Anhui preschool teachers as the object of investigation and research, mainly to take the questionnaire survey, interview, text analysis and so on, for preschool teachers receptivity launches a thorough investigation. Through the methods of qualitative and quantitative, to research the teachers receptivity, the purpose is through investigation and analysis to comprehensive understanding the Anhui Province preschool teachers receptivity, and try to improve the preschool teachers receptivity and make more appropriate countermeasures and suggestions for the compilation and further improve.Firstly, The study is based on the review of the relevant literature,through the relevant literature review and summary,provide theoretical support for this research and the preparation of the questionnaire.Secondly, through the investigation and analysis of the specific situation of preschool teachers’ sense of receptivity.Study on the survey results show that preschool teachers on teachers’ instruction receptivity is low.Further analysis find that preschool professional and non professional preschool, different teaching age, different education and different titles of preschool teachers to the teacher’s book receptivity does not have significant differences;Different ages, different types of kindergarten, as well as different teaching grades of preschool teachers have a significant difference in the sense of receptivity.Again, from the aspects of teachers, teachers guide book level, the external environment facing the factors that influence teachers’ sense of receptivity of comprehensive analysis.It is found that the influencing factors mainly include:From the teacher individual point of view:Lack of effective cooperation among teachers, teachers’ professional attitude to be improved, teachers’ professional knowledge structure defects and the influence of teachers’ personal demographic variables.From the view of teacher’s book:Preschool teachers’ evaluation of teachers’ instruction is lower, lack of resources and the teacher’s book selection problems. From the support of the environment is mainly the lack of support.Finally, aiming at the influencing factors,from promote the professional development of teachers; improve teachers’ guide; strengthen the support environment three elements to put forward countermeasures and suggestions.