The Practical Training Model And Effect Test Of The Innovative Teaching Literacy Of Pre-service Kindergarten Teachers

Preschool education is a part of China's basic education,and is the foundation stage of lifelong education.Brain science research proves that early experience affects the brain structure,so that the preschool education lays the foundation for the lifelong development of people.Preschool education also made a fundamental contribution to improve the national competence and the level of social human resources.Nowadays,from the perspective of the whole education system in our country,preschool education is still one of the short board,which is an unbalanced and insufficient field of development.Among them,the preschool teachers' quality is increasingly being challenged.The creative teaching competence(CTC)of preschool teachers has become the focus of teacher training and development.This research aims to explore the training mode of preschool professional pre-service teachers' creative teaching competence in a systematic and universal way by constructing training courses and integrating effective training methods,so as to provide useful experience for training preschool teachers.This study is combined with Lin Chongde and Hu Weiping(2010)"Thinking Type of Classroom Teaching" theory to learn from and apply the combination of "learning and thinking combined with teacher-student interaction".The classroom teaching mode of effective interaction between students implements the practical training mode of"combination of learning and thinking,interaction between teachers and students,and environment promotion" for pre-service teachers of pre-school education.Practical classroom teaching includes the theoretical guidance,case analysis,teaching design,situational simulation,self-reflection and behavioral feedback.At the same time,the researchers created an internal and external learning environment for pre-service teachers to promote thinking-based teaching.The internal environment can be remodeled through the practical training courses designed and structured by the researchers.Through the understanding of the students' related theories of innovation quality,students can build a growth-oriented,innovative quality development concept.Rebuilding the concept of innovative education has become a core element of the creation of the internal environment.The internal and external environments work together to train the preschool education major students in the process of cultivating innovative teaching literacy and interact with the thinking-based curriculum.The curriculum teaching is mainly combined with theoretical learning and practical training,giving full play to the leading role of teachers and the main role of students,forming a flexible and innovative learning atmosphere in the form of teacher-student interaction,mutual assessment feedback,etc.,thereby enhancing students' creativity and innovative teaching ability.To promote the development of pre-service teachers and teachers'innovative teaching qualities.In order to explore the mechanism of the training mode,the research included the creative self-efficacy and the competence of preschool teachers as process variables to test the effectiveness of the training model.The research selected three classes of students majoring in preschool education as the research objects,which belong to G University in Southwest China.Those students were divided into intervention group and control group.The intervention group subjects were divided into two groups,one group of subjects with practical teaching experience(internship).The intervention class accepted a creative teaching competence training course for a total of 32 hours a week,and the normal teaching arrangement was carried out in the control class.The two class completed the creativity performance test and the innovative teaching design ability test within two days before and after the intervention.At the same time,completed the questionnaire of creativity self-efficacy and preschool teacher's competency.The main conclusions of this research are as follows:First,through the training courses,the scores of creativity performance and creative teaching design ability of pre-service kindergarten teachers in intervention class were significantly improved.This situation indicated the practical training courses under the interactive mode of environment creation and teaching can effectively cultivate the creative teaching competence of pre-service kindergarten teachers.Second,after the training courses,the scores of the two groups in the intervention class were significantly improved and the differences between the two groups were not significant.It shows that the actual teaching experience and traditional teaching training will not significantly affect creative teaching competence of preschool majors,and further indicate the necessity of constructing special creative teaching competence training courses.Third,creative self-efficacy and preschool teachers' competency has mediating role between intervention course and pre-school professional students' creative teaching competence.It shows the working mechanism of creative teaching competence training courses.On the one hand,the curriculum intervention directly promoted the development of pre-service teachers' creative teaching competence,on the other hand,through improving the students' creative self-efficacy and preschool teachers' competence indirectly promote the cultivation of creative teaching competence.