Research On The Current Situation And Problems Of The Constrution Of Preschool Teachers In The Deep Poverty-stricken Areas

Preschool education plays a very important role and status in both children's life and the whole education stage.However,the lagging development of the present preschool education has become a short board for the development of the whole national education system,which has attracted the great attention of the state.In the deep poverty-stricken areas,the development of preschool education is more slow,because of the influence of economic and cultural factors.The construction of teachers' team is faced with the dual predicament of insufficient quantity and low quality,which restricts the development of preschool education in the deep povertystricken areas.This study is based on the status and problems of the construction of preschool teachers in the deep poverty-stricken areas.The theory of teacher human resource management is the theoretical basis of this study.The research focuses on the structural features of the teachers in the deep poverty-stricken areas,the status of teachers' work,the status of teachers' professional development and the professional identity of teachers.The situation and the situation of teacher management strive to provide an effective strategy for solving the problems existing in the construction of preschool teachers in the deep poverty-stricken areas,which has the dual significance of theory and practice.This study takes rural preschool teachers in deep poverty-stricken areas as the research object,and takes questionnaire survey and interview as research methods.The questionnaire includes five major parts: Teachers' basic information,teachers' work status,teachers' professional development,teacher management and teachers' professional identity.The questionnaire has good reliability and validity.The questionnaire was distributed randomly,and the data were analyzed by SPSS19.0 data statistics software,and the interview was used to supplement and explain the questionnaire.The statistical results of the questionnaire survey show that the number of teachers in the pre school teachers in the deep poverty-stricken areas is seriously inadequate,the structure of the teachers,the title structure is unreasonable,the degree of professionalization of the teachers is low,the proportion of the transfer teachers is large,and the position of the chief director is more.In view of the problems existing in the construction of preschool teachers in the deep poverty-stricken areas of Gansu Province,in order to improve the status of preschool teachers in the deep poverty-stricken areas,the following countermeasures are put forward in combination with the theory of professional development of teachers and the theory of human capital.The first is to complement the number of teachers and improve the access system of teachers at the same time.The two is to improve the non degree;in the security mechanism of teachers;the three is according to the needs of training,improve the professional level of rural preschool teachers.