The Present Situation And Countermeasure Of The Professional Identification Of Preschool Teachers In Chengde City

Education determines the future of humanity.Basic education determines the direction of education development.As one of the basic education performers,the professional development of preschool teachers is the central point of the whole society.Professional identity is the driving force for the professional development of preschool teachers and an effective way to promote their professional growth.More and more scholars have realized the importance of it and have done a lot of related research.This paper is a preliminary inquiry about the professional identification of preschool teachers in Chengde city.Based on investigating the current situation of professional identification of preschool teachers,using combining research methods of qualitative and quantitative,the author analyzes and puts forward countermeasures and Suggestions about it.This study is divided into five parts.The first part is the introduction,which introduces the reasons for the topic selection and the objectives and methods used in this study.The core concept is defined and the related literatures at home and abroad are reviewed and analyzed.The second part is the theoretical basic expound of this study,which introduces Eriksson's theory of psychosocial development,the cognitive social learning theory of Bandura,and the ecosystem theory of Bronfenbrenner.The third part is the main part of this study,using self-made questionnaire,372 preschool teachers in Chengde city was conducted from six dimensions: professional goal,professional emotion,professional investment,professional skills,professional commitment and support of the questionnaire survey,the results showed that: 1.The overall level of professional recognition of preschool teachers in Chengde city is higher.2.The professional identification of preschool teachers has significant differences in the areas of the kindergarten,the nature,age,teaching age,academic degree,Job title and salary income.The specific expression is: the professional identity of preschool teachers in Shuangqiao district is higher than that of the other two cities;the level of professional identification of preschool teachers in public kindergartens is higher than that of kindergartens.The level of professional identification of preschool teachers groups between 31 to 40 years and between 11 to 20 years teaching experience were higher than those in other age groups and teaching age groups.The professional recognition level of preschool teachers in the tertiary level is higher than that of the other academic group.The professional identification level of preschool teachers in primary grade level is higher than that in other professional title groups.Teachers in groups with a salary of more than 3,000 yuan have a higher level of professional identity than those of other pay groups.The fourth part is to discuss the presentsituation of professional identity of preschool teachers in Chengde city and the reasons for differences.The fifth part is based on theory frame of ecological system theory of Bronfenbrenner,on the basis of questionnaire survey,according to current situation of Chengde city preschool teachers' professional identity level,put forward the countermeasures as follows: 1.the macro system(social environment): social culture should show respect teachers and attach great importance to education;Public opinion direction should focus on children's growth goals.2.External system(education management department): policy support should reflect accurate support;Resource sharing should be taken care of private parks;the study system should be perfected regularly.3.Central system(kindergarten): pay attention to the construction of children's teachers;Pay attention to the mental health of preschool teachers.4.Micro-system(individual): improve self-satisfaction;strengthen the ability of lifelong learning.In conclusion,professional identity is the driving force of the preschool teachers' work,improve the professional identification of preschool teachers in Chengde requires the joint efforts of the social environment,education management,kindergarten and the individual paths of preschool teachers.