Investigation And Research On The Living Status Of Rural Kindergarten Teachers

Pre-school education lays the foundation for lifelong education and has far-reaching implications.The government attaches great importance to the development of pre-school education,especially the development of pre-school education in rural areas.As the first resource for the development of rural preschool education,rural kindergarten teachers have great significance for strengthening the construction of kindergarten teachers in rural areas.In the policy documents such as the "Opinions of the Central Committee of the Communist Party of China on the Comprehensive Deepening of the Reform of the Teacher Team in the New Era" and the "Revitalization Action Plan for Teachers(2018-2022)" issued by the central government,the construction of the teaching staff of rural kindergarten teachers is highly valued.The living conditions of rural kindergarten teachers will directly affect the construction of the teaching staff,and the construction of rural kindergarten teachers determines the quality of rural preschool education.Therefore,we must pay close attention to the living conditions of rural kindergarten teachers,and thus improve the quality of rural preschool education.The Ecology of Human Development is a theoretical model of human development proposed by Urie Bronfenbrenner,which breaks the research paradigm of independence,static,and contextualization,from people and the environment.The perspective of interaction between environment and environment analyzes human growth.Individual growth requires interaction and restriction between environments,forming an interconnected system,which is divided into micro system,intermediate system,external system and macro system.In this system,Human beings are the core part,emphasizing the relationship between individuals and multi-level environments,thus promoting the development of individuals.This provides a unique methodological framework for exploring the living conditions of rural kindergarten teachers.It can be analyzed from four levels of system status of teachers' living conditions and the results and recommendations.In this study,a combination of quantitative research and qualitative research was used.The random sampling method was used to analyze the living conditions of rural kindergarten teachers in 11 regions of Hebei Province.Respectively,from the microscopic system of Human Development Ecology(work pressure,workload,professional identity,physical and mental health,professional development),Intermediate System(work environment,relationships),outside the system(local government protection,wages),macro system(social and cultural)of these four aspects of living conditions in rural kindergarten teachers for statistical analysis.The study found that,first of all,the micro-system,the teacher's workload is heavy,the daily workload is large,the work pressure is high,the pressure comes from all aspects,the teacher's professional identity is high,loves pre-school education,likes children,teachers are more active and good.The mental health status,the teacher's professional development level is low,the teacher's evaluation system lacks scientific and reasonable formulation,and needs to be improved;Secondly,the intermediate system,the physical conditions and hardware environment provided by rural kindergartens can basically meet the teachers' work needs,but there is still room for improvement in infrastructure,and the interpersonal relationship in the park is harmonious and harmonious;Thirdly,the local government lacks effectiveness in promoting the development of kindergarten teachers.The wages and salaries of teachers basically meet the expenses of daily life,and there is no surplus.Finally,the macro system,the rural kindergarten teachers have lower social status,and the public has a recognition of kindergarten teachers.Certain deviations,lack of social and cultural atmosphere.This paper analyzes the status quo of rural kindergarten teachers from the four levels of macro system,external system,intermediate system and micro system,and proposes countermeasures from these aspects.First of all,the macro system,strengthen institutional and cultural security,create a social and cultural atmosphere,enhance cognition,move from misunderstanding to understanding,strengthen communication,and move from prejudice to respect;Second,the external system will enhance the effectiveness of local government work,increase financial input,provide material security,actively implement policies,and effectively protect teachers' rights and interests;Furthermore,the intermediate system: kindergartens tend to be democratically managed,develop scientific management systems,safeguard teachers' rights,improve job evaluation mechanisms,and enhance work efficiency;Finally,in the micro-system,teachers go out of the “comfort circle”,change independently,strengthen their sense of autonomy,strengthen professionalism,flexibly adjust their mentality,and actively respond to problems.