Research On The Professionalization Degree And Improvement Strategy Of Private Kindergarten Teachers

According to the Outline of the National Medium and Long Term Education Reform and Development Plan(2010-2020),by 2020,when a well-off society is built in an all-round way,China will basically popularize preschool education.The gross enrollment rate has increased from 51% in 2009 to 75%.Faced with the high enrollment rate and tens of millions of children in kindergartens,the demand for kindergarten teachers will be unimaginable in the next few years.As early as 2004,the number of private kindergartens exceeded the number of public kindergartens,which became the main pillar of preschool education in China.With the continuous improvement of social requirements for teachers,the professionalization of private kindergarten teachers has attracted widespread attention from all walks of life and parents of young children.Therefore,it is a very important task to study the professional growth of private kindergarten teachers.Based on the Professional Standards for Preschool Teachers(Trial Implementation),150 private kindergarten teachers and 150 public kindergarten teachers,totally 300 teachers,were selected as the research objects.The collected questionnaires were counted by SPSS.The current situation of private kindergarten teachers' professionalism was analyzed,the problems and the reasons behind were discussed,and the results were compared with those of public kindergartens.Teachers compare,and finally put forward solutions and suggestions.This paper starts from the following aspects: The first chapter is the analysis of the present situation of private kindergarten teachers' professionalization.According to the "Preschool Teachers' Professional Standards(Trial)",this paper discusses the present situation of teachers' professionalization from three first-level dimensions: professional concept and ethics,professional knowledge and professional ability,and 12 second-level dimensions below the first-level dimension.On this basis,the second chapter summarizes some problems of professional development,such as the deviation between teachers' professional concepts and teachers' ethics without teacher qualification certificate;significant differences in professional understanding and understanding among teachers with different educational levels;unscientific attitude towards children and child care among teachers under 20 years of age;and low overall level of teachers' professional knowledge.Basic mastery requirements;teachers with different professional backgrounds have significant differences in their mastery of professional knowledge;kindergarten teachers generally do not attach importance to general knowledge;professional ability development is general and uneven;teachers with different teaching ages and professions have significant differences in the organization and nursery ability of one-day life;and scientific research ability is generally low.The reasons for these problems are analyzed from three aspects: the government,kindergartens and teachers themselves.Chapter three is a comparative study between public and private kindergarten teachers.It compares teachers' living conditions and their professional development level.In the last chapter,some suggestions are put forward to improve the professionalization of private kindergarten teachers,focusing on increasing the investment and management of funds in private kindergartens,providing policy support and professional guidance,improving teacher training mechanism,establishing pre-service talent training system,correcting the idea of running private kindergartens,improving the professional quality of kindergarten directors,carrying out kindergarten-based teaching and research,and improving teachers' professional development awareness and career planning.Ability;Optimizing the curriculum structure of colleges and universities to promote the professional development of teachers.