Preschool Teachers Participate In The Life Experience Research Of The Subject Research

It is more and more common for preschool teachers to participate in subject research.This study attempts to use the paradigm of life experience,mainly using the interview method,supplemented by the observation method,to collect a large number of data,and also collect relevant text data of teachers in the case garden participating in the subject research.After analyzing and processing the data,this study presents the research results from the aspects of describing teachers' experience of participating in the subject research,summarizing teachers' professional development obtained from it,and analyzing the influencing factors behind.The researcher first describes the teacher's experience of participating in the subject research from the four aspects of survival time,survival space,survival sense body and relevance to others,and restores the process of teacher participating in the subject research.Combining teachers' experience,this paper analyzes teachers' professional growth in participating in the subject research,and finds that teachers have realized the transformation of their views on education,children and teaching.Acquire the theoretical knowledge of evaluation,practical knowledge of instructional wit and further knowledge of children's development;The development of professional competence is reflected in the improvement of children's ability to support and guide,to observe and evaluate,to cooperate with others,and to reflect and develop.The researchers also found that a variety of factors,including individual teachers,kindergarten management,university experts and other aspects,had an impact on the professional development of teachers in the subject study.The influence factors of teacher's individual level including personal education beliefs,personal knowledge and personal participation motivation,kindergarten management level influence factors including kindergarten leadership of democratic leadership style,full of care mode,the effective support strategy,and the leadership of the kindergarten leaders personal concept of education,the influence factors of university expert level including expert guidance method,expert's personality charm,the influence factors of other aspects including preschool teachers' daily work and nursery school organizational culture,the above factors to teacher's professional development have played an important role to promote or hinder.In the last part of the study,the researchers put forward Suggestions from the teacher level,the kindergarten management level and other levels to explore how the subject research can better support the professional growth of preschool teachers.