Preschool Teachers’ Professional Autonomous Development Based On Kindergarten-Based Teaching Research

The "Opinions on Comprehensively Deepening the Reform of Teacher Team Construction in the New Era" puts forward higher requirements for the professional quality of preschool teachers.In recent years,China has implemented a series of policies to strengthen the construction of teachers and promote the professional development of teachers.Kindergarten-based teaching research emphasizes the combination of theory and practice,respects the professional status of preschool teachers,and attaches importance to the independent professional development of preschool teachers.The professional development of preschool teachers in the new era pays attention to the main status of preschool teachers,and promotes the development of professional independent development in kindergartens.In this study,interviews,questionnaires,observation and other research methods were used to conduct a thorough study of preschool teachers’ professional autonomous development in kindergarten-based teaching and research,taking H kindergarten as an example.Through the analysis of interviews,questionnaires and materials collected from kindergarten-based teaching and research,the problems of preschool teachers’ professional autonomous development in kindergarten-based teaching and research are found.This paper puts forward solutions from the aspects of preschool teachers themselves and Kindergarten-based Teaching and research,hoping to provide reference for preschool teachers’ professional self-development,improve preschool teachers’ professional quality and promote the construction of preschool teachers in the new era.This paper is divided into the following six parts:The first part mainly elaborates the origin and background of the study,clarifies the significance of the study,combs the related research on the professional autonomous development of Kindergarten-based Teaching Research of kindergarten teachers at home and abroad,and makes comments on it,and finds out the shortcomings.The second part defines the core concepts of this study,such as teacher professional development,kindergarten-based teaching research,preschool teachers’ professional autonomous development,and explores the theoretical basis involved in this study.The third part explains the research design and implementation of this study,analysis and research methods.Questionnaire survey(quantitative research)was conducted on the overall situation of H kindergarten teachers’ professional autonomous development in kindergarten-based teaching research,and interview(qualitative research)was conducted on some kindergarten teachers.In-depth observation of kindergarten-based teaching and research activities in H kindergarten,sort out the kindergarten-based teaching and research in H kindergarten teachers’ professional self-development material.According to the results of data statistics,interviews and observations,the overall situation of professional development of H kindergarten teachers is analyzed.The fourth part,combined with questionnaires,interviews and material data,analyses the problem of preschool teachers’ professional autonomous development based on Kindergarten-based Teaching research.It starts from five aspects: preschool teachers’ right to professional self-development,consciousness of professional self-development,demand for professional self-development,concept of professional self-development and ability of professional self-development.The fifth part,from the two aspects of preschool teachers themselves and Kindergarten-based Teaching and research,combines the five dimensions of preschool teachers’ professional autonomous development,puts forward the strategies of promoting preschool teachers’ professional autonomous development in kindergarten-based teaching and research.The sixth part is the summary and reflection.This study is summarized to reflect on the deficiencies in the research and the future research direction.