Investigation And Research On The Professional Ability Of Rural Kindergarten Teachers

Preschool education is the beginning of lifelong education and the most profound education that affects people.The state's emphasis on preschool education is increasing,especially the development of preschool education in rural areas,and the professional competence of rural kindergarten teachers is the most critical factor restricting the level of preschool education.Therefore,the professional competence of rural kindergarten teachers has become the focus of social attention.In the State Council's "Opinions of the Central Committee of the Communist Party of China and the State Council on Deepening the Reform and Construction of Teachers in the New Era," it is proposed that teachers 'education should be vigorously rejuvenated and teachers' professional quality capabilities should be continuously improved.The "Country Teacher Support Plan(2015-2020)" issued by the General Office of the State Council also shows that the state attaches great importance to the professional competence of rural kindergarten teachers,and proposes that the ability of rural teachers be comprehensively improved.The "Kindergarten Teacher Professional Standard" takes competency as one of its basic concepts,and points out that competence is reflected in seven aspects,namely,environment creation and utilization,daily life organization and conservation,game activity support and guidance,and education activities.Design and implementation,motivation and evaluation,communication and cooperation,reflection and development.This paper draws on the relevant contents of these seven aspects to formulate a questionnaire to carry out a statistical analysis of the professional competence of rural kindergarten teachers.Educational ecology is a discipline that explains the laws of pedagogy with theories of ecology.Its purpose is to explore the interaction between the ecological subject of education and the surrounding environment,analyze the phenomenon and causes of education,and seek the development of education from it.Educational ecology is divided into macro and micro levels,emphasizing system theory and holism,so it will be more comprehensive to explain education issues from the perspective of education ecology.Secondly,Maslow's hierarchy of needs divides human needs into five levels.The highest need is the need for self-development.Only meeting the low-level needs of teachers can better stimulate the highest-level needs andpromote the initiative of teachers to develop their professional abilities.Therefore,how to better promote the self-development of teachers' professional ability can be explored with this theory.This paper uses questionnaires and interviews to investigate the status of professional competence of rural kindergarten teachers,and uses SPSS 22.0 to process the data.Through the survey,it is found that the development of rural kindergarten teachers' professional competence is uneven in all dimensions,including the concept of material environment creation and ability needs.Strengthen;weak evaluation ability,single indicator;weak self-development consciousness,lack of ability;have a certain sense of scientific research but need to improve scientific research ability;The overall level of professional competence is low.Based on the analysis of the basic principles of educational ecology,such as the "flower pot effect","limiting factor","law of tolerance and the most appropriate rule",it is found that rural kindergarten teachers lack professional training opportunities,and have a general and single-handed teacher culture Lower salaries,admission of rural kindergarten teachers,lax assessment system,insufficient professional development,insufficient financial investment,and work pressure exceeding the tolerance of teachers affect the development of rural kindergarten teachers' professional capabilities.From the perspective of educational ecology,it proposes solutions to problems in the professional competence of rural kindergarten teachers: optimizing the environment for professional competence development,constructing an ecological training system environment and teacher cultural environment;increasing wage levels;improving the admission and regular assessment systems;awakening teacher autonomy Development awareness;increase financial investment and create a good environment;organize decompression group building activities and rationally arrange teachers' work.