Investigation And Research On Occupational Adaptation Of New Teachers In Rural Kindergartens

"Several Opinions of the CPC Central Committee and the State Council on Deepening the Reform and Standardization of Preschool Education" states: "Promote the development of preschool education by universal inclusive and high-quality development." The core and key of the reform and development of preschool education lies in the overall quality and quality of the teaching staff.Especially in rural areas where resources are scarce,in order to adapt to the current situation of the development of rural preschool education,and to reveal the current situation and development difficulties of new teachers in rural kindergartens,they can not only enhance the individual professional qualities of preschool teachers,stabilize their professional mentality,and optimize their professional environment.Ecological,but also conducive to improving the quality of rural preschool education.This study selects the kindergarten teachers from townships and rural kindergartens under the jurisdiction of Kunming City,Yunnan Province for 1-3 years,and uses observation methods,questionnaires,and interviews to understand the occupational psychology,professional ability,professional environment and Occupational adaptation at the professional relationship level,analyzes the existing problems and causes of new teachers in rural kindergartens,and proposes feasible suggestions for the existing problems.Through research,it is found that in terms of professional psychological adaptation,new teachers have low professional identity and unconfirmed professional beliefs,and there are significant differences in the level of professional psychological adaptation of new teachers in different regions and different employment methods.In terms of vocational ability adaptation,newly-educated preschool teachers have strong education and teaching ability,and lack of organizational management ability and education development ability.There are significant differences in the professional competence of new teachers.In terms of occupational environment adaptation,new teachers with a teaching age of 3 years are better than those with a teaching age of 1 year.In terms of vocational relationship adaptation,there are influential factors in the relationship between new teachers and parents in rural kindergartens.The new teacher's professional relationship with secondary education is better than that of new teachers with college education and undergraduate education.Based on the analysis of the subjective and objective problems and their causes,this paper proposes the feasibility suggestions for improving the rural kindergarten's career adaptation from four aspects: teachers themselves,pre-service education in colleges,post-service training in kindergartens,and social and professional environment.First of all,teachers themselves should establish a high sense of professional identity and firm professional convictions,and combine learning with thinking to improve their professional standards.Second,the pre-vocational education talent training courses in universities should focus on the combination of theory and practice,and education practice should focus on systems and integration;Third,kindergarten post-service training,kindergartens should provide effective induction training and guidance for new teachers,and improve the kindergarten work management mechanism.Finally,in the social and professional environment,the government has improved the protection system for the rights and interests of preschool teachers and increased funding for pre-university education.In the end,new teachers will be better able to contribute professional wisdom to rural preschool education.