Investigation On The Reflective Ability Of New Kindergarten Teachers In Fujian Province

The quality of education in kindergartens is inseparable from the professional development level of teachers,and this level is inseparable from the constant reflection of teachers' own teaching behavior.It can be said that the teachers' reflective ability is an important factor in determining the quality of kindergarten education.Although there have been many studies on the reflective ability of new teachers in the past,most of the research subjects are teachers born in the 1970 s and 1980 s,while most of new teachers are born in the 1990 s now,who are the only children,with strong ability to innovate and learn,but selfconscious and weak in self-reflection.This unique character has injected fresh blood into the kindergarten new teachers.It also restricts the development of the new teachers' reflective ability to a certain extent,which is not conducive to improving their reflective ability from the reality state to the ideal state.This study mainly uses the questionnaire survey method,interview method and text analysis method to understand the status quo of the new teachers' reflective ability in kindergartens in Fujian Province,explore its influencing factors,and propose effective strategies to improve the reflective ability of kindergarten new teachers.This study collects existing literature from two aspects of kindergarten teachers and reflective ability to analyze.Based on Zhong Zhixian and Cao Dongyun's theory of reflective ability,it's divided into reflective consciousness,reflective skill and reflective perseverance,and the three dimensions are defined.Try to analyze the reflective ability of kindergarten new teachers from both theoretical and practical aspects.Secondly,this study adopts the self-edited questionnaire on the status quo of the new teachers' reflection ability in kindergartens in Fujian Province(refer to the revised questionnaire of the status quo of the teaching rethinking ability of novice chemistry teachers in East China Normal University),and recovered 897 valid questionnaires through the “Questionnaire Star” platform,and SPSS18.0 software was used for descriptive statistical and variance analysis.It is concluded that the new teachers in Fujian Province are relatively reflective,the overall situation of reflective skills is relatively good,and the reflections on willpower still need to be improved.There is no significant difference in the reflective ability of new teachers of different genders and professions.But big differences in the reflective ability with different academic qualifications,unit characteristics and unit levels.Among them,kindergarten teachers with different academic qualifications and unit characteristics have significant differences in reflective consciousness;new teachers in different unit grades have big differences in reflexive perseverance.Through investigation and text analysis,the analysis results show that there are the following problems in the reflective ability of new kindergarten teachers: the frequency of reflection is not high;the form of reflection is relatively simple;the path of reflection is limited;the atmosphere of reflection is not strong enough.They also propose factors that affect the ability of teachers to reflect from both internal and external perspectives.Intrinsic factors include: weak self-reflection consciousness;be easy to break away from reality;professional theory is not high;there is no habit of frequent reflection.The external factors include: new teacher's work process is cumbersome and work pressure is high;continuing education and garden training involve less reflection;kindergarten reflection management system is imperfect;provides single reflection path for new teacher;Kindergarten's reflective atmosphere is not good.Finally,according to the research results,the following Suggestions are put forward from the two aspects of improving reflective consciousness and skills,and optimizing the external environment.Attach importance to theory and practice;Strengthen reflection theory study;Develop a habit of reflection;Simplify cumbersome workflow and reduce work pressure;Enrich the reflection courses of continuing education;Attaching importance to the continuity of kindergarten-based training;Establish reasonable reflection management system;Broaden the channels of information exchange;Create a relaxed and pleasant atmosphere for reflection.