The Survey Of Preschool Teachers' Professional Quality In Shunping County Of Hebei Province

Preschool education is an important part of the education system and directly affects the quality of the people.The level of professional quality of preschool teachers directly determines the quality of preschool education.The "Professional Standard for Kindergartens Teachers(Trial)"(hereinafter referred to as the "Standard")puts forward higher requirements for preschool teachers.From a practical point of view,the level of professional quality of preschool teachers in impoverished areas is still far below the requirements of the "Standards."This research has made an investigation on the status quo of professional literacy of preschool teachers of Shunping County(a state-level poverty county in Hebei Province)with the methods of literature research and survey.Through targeted sampling methods,questionnaire surveys were conducted on 251 preschool teachers in 18 kindergartens in Shunping County.The data of questionnaire was processed by statistical software spss20.0.And combined with the results of the interviews,the current status and differences of preschool teachers' professional qualities were analyzed.These findings suggest that the age and teaching age of the kindergarten teachers in Shunping County are generally low,the academic level is low,and the wage level is low.Some preschool teachers in Shunping County have a bias in their perception of professional concepts,and are lacking in adherence to professional concepts in practice and action on the strong desire for development.They generally hope to improve professional quality in an intuitive and effective way.Kindergarten teachers in Shunping County have a certain amount of professional knowledge,but should be further improved in terms of infant safety protection,early childhood development,early childhood care and general knowledge.Their professional skills are higher than professional knowledge but emphasis still need to be placed on the development of plans for educational activities,research capabilities,and the ability to communicate.The difference analysis shows that there are significant differences in teacher professional literacy levels in different age groups,different development goals,and different types of kindergartens.Finally,it mainly proposes the countermeasures for improving the professional quality of preschool teachers from individual teachers,kindergartens and other aspects.First,from the preschool teachers.Professional development consciousness translates into action and self-efficacy;formulate career planning,establish lifelong learning goals;deepen teacher ethics and professional concepts in education practice;strengthen communication between teachers to form a growth mechanism for cooperation and win-win.Second,from the kindergarten.Targeted training activities will be carried out;people-oriented education will create a learning environment for kindergarten teachers;strict implementation of the kindergarten teacher access system;strict control of teacher-student ratios will reduce the burden on teachers.Third,from other aspects.Government policies support the professional development of kindergarten teachers in poverty-stricken counties;normal schools increase the training of students' practical abilities;society generally respects kindergarten teachers to promote their sense of well-being;and home-school cooperation creates favorable conditions for teachers to carry out work.