Action Research On The Cultivation Of Reflective Practice Ability Of Kindergarten Teachers From The Perspective Of PCK

In recent years,the cultivation of reflective practical ability has become a subject of great concern in the field of teacher education research.However,the existing research objects are mainly in-service teachers in primary and secondary schools,and the research on preschool teachers,especially pre-service preschool teachers,is still rare.In the past ten years,the teachers 'education documents issued by the state have emphasized the importance of teachers' reflective practical ability to improve the quality of education and teaching and the professional development of teachers themselves.For example,the second article of the basic concept of "Teacher Education Curriculum Standard(Trial)" released in 2011 pointed out that teachers are reflective practitioners and realize professional development in the process of studying their own experience and improving education and teaching behaviors;"Kindergarten" released in 2012 "Professional Standards for Teachers(Trial)" in Article 14 requires preschool teachers to actively collect and analyze relevant information,continuously reflect on and improve the work of childcare,and explore and study the practical needs and problems in the work of childcare.And formulate professional development plans,actively participate in professional training,and constantly improve their professional quality.This fully shows that teachers reflect their professionalism and achieve professional growth through continuous reflection on educational practice.Reflective practical ability is an important foundation for preschool teachers' necessary professional ability and professional growth.This research firstly analyzed the current status of reflective practice ability of kindergarten teachers based on PCK questionnaire survey data of 180 kindergarten teachers of different career development stages based on kindergarten language education activities in Shanghai,and then designed action plans for the problems in the current situation.29 pre-employed preschool teachers were targeted for 16 weeks of action intervention based on the reflection of kindergarten language education practice cases.Finally,the effectiveness of the action plan wasinvestigated by comparing the changes in the PCK questionnaire survey data of pre-school teachers before and after implementation.The research found that,first,the overall level of Shanghai's preschool teachers' reflective practical ability is not high,and there is insufficient integration of reflection on all dimensions of activities,and the lack of systematic reflection on related issues.Second,the key to the design of the action plan is the action goal The establishment of inquiry topics,the formation of inquiry topics,and the design of basic action units;the third is that the action interventions designed and implemented in this study based on the reflection of kindergarten language education cases can effectively improve the reflective practical ability of kindergarten teachers.In response to these findings,this study puts forward corresponding educational suggestions: First,we should intervene as early as possible to improve the reflective practical ability of early childhood teachers;second,we should pay attention to the importance of domain teaching knowledge(PCK)in the cultivation of reflective practical ability of early childhood teachers;The third is to focus on the systematic analysis of case studies of educational activities in the training of early childhood teachers' reflective practical ability.