A Research On Preschool Teachers' Training Status In Poverty-stricken Areas Based On Accurate Education For Poverty

Accurate poverty alleviation through education is conducive to the allocation of precise educational resources and is an important guarantee for achieving fair preschool education.Pre.school education fairness is the fairness of opportunity and process.It not only includes the fairness of education “quantity”,but also the fairness of education “ quality ”.Therefore,improving education quality is the internal stipulation and essential requirement for realizing education fairness.The key to the quality of preschool education lies in the overall quality of preschool teachers.The improvement of the quality of preschool teachers depends not only on pre.professional training,but also on the appropriate training in post professional development.Providing targeted and effective training for preschool teachers is conducive to the promotion of preschool teachers' transformation of external conditions into the endogenous driving force of professional development and the improvement of professional development quality.However,there is still very little research on the training of preschool teachers for precision education.This article is based on the education ecology,teacher professional development theory and human capital theory.It mainly uses the questionnaire method from the four aspects of "training needs","training plan and implementation","training evaluation" and "training management" to national poverty.The status quo of the training of 292 preschool teachers in County C County was investigated,and interviews were conducted to interview 3 education administrators,6 directors,and 12 preschool teachers.The problems and causes of preschool teacher training in C counties were analyzed.The survey results of this article show that: There are three types of training for preschool teachers in national,provincial,and county levels.Among them,the training targets for preschool teachers at provincial,municipal,and national training levels are relatively clear,and the trainers,training contents,and methods are In order to meet the needs of preschool teachers,the main body,form and content of training assessmentand evaluation are relatively diversified,and the training management system is clear,and the tracking feedback service is relatively perfect.However,there are also the following problems: First,the training objectives at the county level are not clear;Second,there are few and uneven training opportunities at all levels;Third,county.level training content is lack of relevance and relevance is not strong;Fourth The training methods at the county level are relatively single,failing to meet the needs of preschool teachers;Fifth,the main body and content of county.level training assessments and evaluations are single,ignoring diagnostic evaluations;and sixth,training for township parks,inclusive public gardens,contract workers,and young people The effect of preschool teachers is low.Seventh,the county.level training management system is not perfect.Eighth,county.level training target selection,scheduling,and feedback tracking services are incomplete.Based on the dimensions of the government,training institutions,kindergartens and teachers,the author analyzes the causes of the problems in the preschool teachers training in county C: the government's policy and financial support for the training of preschool teachers is insufficient;training organizations neglect the investigation of training needs;The park.based training system is not perfect,and there is a lack of a culture.based learning environment;the endogenous motivation of kindergarten teachers to participate in training is insufficient.Based on this,the county's training should proceed from the three principles of“targeted,integrated,and profitable” and construct a “four-in-one” accurate training model for government,training institutions,kindergartens,and preschool teachers: The government coordinates and coordinates precision,strengthens support for policies and systems,improves organizational security,increases financial investment,improves the opportunities for preschool teachers to participate in training,and guarantees the development of training;the precision training implementation of training institutions mainly includes the needs of precision training,assistance,and evaluation.In three aspects,the training objectives can be clarified,the training can be implemented,and the targeted and effective training can be improved.Precise kindergarten-based training for kindergartens,improvement of the park-based training system,establishment of a personalized training platform,strengthening of intercultural communication,creating a training environment,and meeting young children Teacher personalized needs;Precise role-positioning of preschool teachers,establish a sense of life-long learning,rationally plan career development,and promoteprofessional development concepts.Improve training self-efficacy.