Investigation And Research On The Professional Ability Of Public Kindergarten Teachers In Qiannan Prefecture

Education is the foundation of a hundred-year plan,and education is the foundation of teachers.If we want to develop preschool education,we should strengthen the preschool teachers.The outstanding performance of preschool teachers' comprehensive quality is their professional ability.Therefore,it is important to improve professional ability.Our country is a multi-ethnic and multi-cultural country.Different regions have different levels of education development This study takes an ethnic minority area of public kindergartens in Qiannan prefecture as the research object,based on the professional standards for preschool teachers,we developed the questionnaire and interview outline.Through questionnaire survey,field investigation,interview and other research methods,we analyze the professional ability of the respondents.Analyze the whole first,then analyze each field and each dimension,finally we analyze the professional ability of preschool teachers from different backgrounds.Based on a comprehensive understanding of the above content and then analyze the existing problems,analyze the causes of the problems,and put forward countermeasures and suggestions on the basis of the causes.The results show that the preschool teachers in this area have a good level of professional ability.From the perspective of seven competence areas,the design and implementation ability,incentive and evaluation ability of educational activities are better,but the organization and utilization ability,reflection and development ability,communication and cooperation ability of one-day activities are relatively deficient.Through the analysis of differences,we know that there are differences in professional competence of teachers from different backgrounds,such as educational background,teaching age,age,professional background,professional title and whether they are edited or not.These factors affect the development of professional competence of preschool teachers.There are many reasons for the unbalanced development of professional competence and the differences of teachers competence in different backgrounds,such as the lack of motivation for teachers' own development,the lack of practical experience for new teachers,the burnout of some old teachers,the lack of reflection on some teachers education,the lack of professional development planning for some teachers,the lack of training for teachers and the lack of guidance for teachers.There are some external reasons,such as insufficient help for young teachers and heavy work time for kindergarten teachers.In view of the above reasons,the following countermeasures and suggestions are put forward:First of all,teachers themselves:teachers should establish the concept of lifelong learning,improve the subjective initiative of development;do a good job of professional development planning,and seriously practice;develop good habits of reflection;strengthen learning and practice,and improve their ability to solve practical problems.Secondly,in kindergarten,teachers workload should be reduced reasonably to provide more time and space for the development of teachers' professional competence;teachers apprenticeship system should be established to strengthen the new work of the old generation;a pluralistic learning community should be established to build a platform for the development of teachers' professional competence;and teachers'training,further study and academic upgrading should be strengthened.Finally,the social aspect:the educational administrative department should attach great importance to the improvement of preschool teachers professional competence and put the work into practice;all sectors of society should be concerned about the development of preschool teachers' professional competence and give help as far as they can;and the parents of preschool children should provide help for the improvement of preschool teachers professional competence.