Problems And Countermeasures Of Teacher Training In Preschool Bilingual Education Major In Xinjiang A College

The level of teaching quality of pre-school bilingual education teachers in Xinjiang has indirectly affected the development of education in the whole ethnic minority areas and has an indispensable role in improving the overall cultural quality of ethnic areas and promoting national unity and common prosperity.But this region lacks bilingual teachers and the quality is not good;in addition,the teacher training levels for preschool bilingual major in various colleges and universities are different,and then how is everything going with the bilingual teacher training in ethic region in the future? What are the problems existed in training process? How to solve these problems and how to improve the training quality? This research tries to sort out these problems,proposes corresponding solutions and looks forward to providing reference for improving the training quality of preschool bilingual major in ethic region.This research adopts questionnaire and interview survey as research methods,takes students,teachers and administrators from three grades of pre-school bilingual major at A College as investigation objects and makes investigation from four aspects of professional training objectives,training objects,curriculum setting and education practice.It has been found out from investigation that following problems exist in preschool bilingual tescher training:1.Pre-school bilingual major students' Chinese level is just so-so,their capacity to use two laguages are poor;2.The quality of Pre-school bilingual major students source is poor,the students are secured a good future,so they lack of learning power to improve the identity of teachers;3.The orientation of training objective is reasonable in general,but not entirely accurate,and too broad;4.The training objective involve wide,but can't present the specific characteristics of pre-school bilingual teacher quality;5.It puts emphasis on the development of professional field while neglects the learning of public basic knowledge;6.Although the emphasis on Chinese language learning,but the setting of language atmosphere is inadequate;7.The teaching methods of teachers are single and the using of teaching materials is not proper;8.It puts too much emphasis on the training of artistic skills and ignores the improvementof professional comprehensive quality;9.Bilingual characteristics can't bepresented and penetration of ethic culture has been ignored;10.The students are with poor practical ability,which can't meet the increasing marketdemand;11.Practice resourcesare limited,which can't ensure the accomplishment of learning task with high quality;12.It lacks practice evaluation and the practice effect is unknown.For the problems existed in teacher training of preschool bilingual major in ethnic region,this paper has proposed following suggestions: 1.For the actual student,in the teacher training process to complete the conversion of teacher identity and role identity;2.Identify the school level positioning,develop practical "characteristics" training objectives;3.The use of basic plus elective model,pay attention to the diversified development of students;4.The proportion of hours of Chinese individual subjects,pay attention to the creation of Chinese environment;5.The use of a variety of teaching methods,rely on external support research and development of local bilingual textbooks;6.Rationally adjust the curriculum structure,strengthen the kindergarten teachers' professional ability and character promotion;7.The addition of bilingual education and teaching courses,integration into the local advantages of resources;8.Strengthen practical teaching,and expand educational practice curriculum;9.Strengthen the practice base construction,with the corresponding practical resources;10.Using "tracking" program,improve the effectiveness of practical assessment.