Kindergarten New Teacher Occupational Experience Research

At present,preschool education has developed by leaps and bounds,and recruiting new teachers in kindergartens has become a necessary measure to adapt to the development trend of preschool education.Kindergarten teachers who have joined the kindergarten post have presented a number of distinctive features.This diversification is not only reflected in the diversification of recruitment channels,but also in the diversification of the composition of the team.Because the firmness of the new kindergarten teachers will be affected by the individual's feelings about the profession,the working environment and conditions,the high turnover rate has become another distinctive feature of the kindergarten new teachers.In order to adapt to the current situation of preschool education development,improve the overall professional quality of kindergarten teachers,and stabilize their mentality of work,we especially need to pay attention to the status and dilemma of kindergarten teachers' professional experience,and explore ideas and strategies to promote their good professional experience.Optimize its occupational environment and ecology.This study takes kindergarten teachers who have worked in G city of Fujian Province for 0-3 years as the research object,and uses literature method,questionnaire survey method,interview method and observation method to understand the professional experience of kindergarten teachers in their professional quality and external conditions.It also analyzes the problems and causes of the new kindergarten professional experience,and then puts forward suggestions for improving the professional experience of the new kindergarten teachers,so that the new kindergarten teachers can strengthen their professional beliefs and improve their professional identity.The study found that in the aspect of self-professional quality experience,the professional identity and professional belief of the new kindergarten teachers are relatively poor;the emotional experience of the new kindergarten teachers in the urban area is significantly better than that of the new kindergarten teachers in the township/village;the new kindergarten teachers have insufficient grasp of the age characteristics of the kindergarten children.There is a significant difference in the knowledge experience of new kindergarten teachers with different teaching ages and employment methods;the new teachers in kindergartens have insufficient ability to reflect and develop;the new kindergarten teachers of different teaching ages have different experience in ability.In terms of external conditions,kindergarten teachers have better experience in colleague relationship,leadership and management,social recognition,work environment and conditional dimensions.The work intensity and stress and income and welfare dimensions are less experienced,that is,kindergarten teachers think that kindergarten work intensity and the pressure is high,and the income and welfare are not good.There are differences in the experience of the external conditions of kindergarten teachers in different teaching ages,different gardens and different regions.Based on the analysis of the problems and causes of subjective and objective aspects,and then put forward suggestions for improving the professional experience of kindergarten new teachers: First,the new teachers themselves must establish correct professional values and firm professional beliefs,combine learning and thinking,and improve the level of specialization.Form an effective self-emotional adjustment mechanism.Secondly,pre-service education should consciously establish professional awe and standardize educational practice.Third,kindergartens should provide effective induction training and guidance for new teachers and reform the kindergarten work management mechanism.In the end,the new kindergarten teachers will fall in love with the teacher profession,consciously improve the standard of the education work,and better contribute professional wisdom to the preschool education.