Research On The Performance Evaluation Of Rural Preschool Teacher Training

Preschool education is the key project of national education.The particularity of age and psychological characteristics of preschool education requires preschool teachers to have corresponding professional quality.The country pays more and more attention to preschool education,and the corresponding teacher training is becoming more and more professional.But so far,the development of rural early childhood education has always been a weak point in China's early childhood education.It is very urgent to improve the professional quality of rural early childhood teachers.Its effective means is to let teachers participate in the corresponding training.Therefore,improving the quality of rural early childhood teacher training is related to the improvement of the quality of rural early childhood education.Starting from the current rural preschool teacher training,this study analyzes the current national policies on preschool teacher training requirements,based on which to design relevant surveys.Taking rural kindergarten teacher training in Hecun Town,Jiangshan City,Zhejiang Province as an example,192 teachers from 17 public,private and collective Rural Kindergartens in Hecun town were investigated by questionnaire and interview,and 6 persons(including supervisor,head and front-line teachers)were interviewed.The research found that the current situation of rural preschool teachers'training performance evaluation has been greatly improved compared with the previous period,and some preliminary results have been achieved,mainly reflected in:the training system has been established,and the training chain and training network of parks,films,districts and cities have been formed;to a certain extent,the professional quality and professional ability of preschool teachers have been improved,and a certain proportion of teachers have experienced After training,they have made progress in education and teaching practice,class work,kindergarten work,professional title evaluation and so on.Half of the teachers surveyed think that training is very useful and inspired.However,the survey results also show that there are still some problems in the training of rural early childhood teachers,such as the high cost of training,the unequal investment and income of training,and the lack of close relationship between training and the development of individuals and kindergartens.In view of the above problems,the author analyzes the main reasons from three aspects of training,training and administration:the lack of teachers' awareness and motivation for training;the lack of targeted content,far away from teachers' needs;the single and fixed form,lack of flexibility;the lack of evaluation mechanism,the behavior is difficult to strengthen positively;finally,based on the investigation and interview,the author puts forward the demand level,and attaches importance to teachers' litigation before training At the content level,we should fully respect the educational practice;at the form level,we should strengthen the use of multiple channels;at the evaluation level,we should implement the corresponding improvement measures and suggestions for the dialogue mechanism after training.At last,some limitations of this study and the prospect of the follow-up research are put forward:the real problem of accurately identifying rural preschool teacher training needs to be solved in practice.Secondly,this study mainly from the perspective of teacher development,as a research can also be analyzed from other perspectives.Thirdly,the research object is not more detailed,and there is still room to improve the depth and comprehensiveness of the research.