Study On In-service Training Needs Of Preschool Teachers’ Physical Education Ability

Infant sports is an important means to promote the healthy development of young children.However,due to the lack of children’s physical education ability in the actual work,early childhood teachers have more or less to do with the development of children’s sports.In response to this problem,China has introduced a three-year preschool education plan and other policies to strengthen the construction and cultivation of kindergarten teachers.This article adopts literature research methods,questionnaire surveys,interviews,and observation methods.Through the review of literature and discussions with experts,it has formulated the "Questionnaires for Pre-school Teachers’ Physical Education Training Needs Survey" and the core of preschool teachers’ physical education.The“Quality Questionnaire”,through the collection and collation of primary data,understands the basic situation of preschool teachers,training status and training needs,and makes a difference analysis of the current situation and needs.Starting from the three aspects of kindergarten,early childhood physical education work,and preschool teachers,objective and systematic understanding of the kindergarten’s development strategy and environmental resources;the purpose,attitude,and actual work of preschool teachers.This will identify what goals kindergartens need to achieve,the specific content of the training,and what training preschool teachers should receive.Research findings: 1.Preschool teachers’ physical education ability The form and content of on-the-job training can’t meet the needs of teachers.The frequency of training is relatively low.2.Kindergarten directors support early childhood teachers to participate in training,improve the physical quality of young children,and young teachers are nursery managers.Based on the urgent needs of kindergarten development.Secondly,kindergarten managers hope that the forms of training are flexible and not limited to the passive teaching of the past.Kinds of kindergarten teachers’ work and budgets are the main factors affecting teachers’ participation in training.3.In terms of training motives,most of the teachers’ training aims to learn something through training and improve their own value.A few teachers feel that they can pass the training.Participate in training to obtain some self-interests,and there are individual teachers who are forced by the director’s arrangements.They are not completely willing to participate and do not correct their attitudes towards training.4.In terms of training content,the number of movements and skill selections is highest;teachers are There is a lack of targeted promotion of early childhood development and special children’s concerns,and a desire to improve the teaching and evaluation capabilities through training;in “professional reflection and professional development”,some teachers have selected training that requires professional reflection.5.Training In terms of form,the teacher’s favorite forms of training are observation classes,teacher-apprentice professors,and case studies.6.From the perspective of training time,teachers all want to participate in training during working hours,and do not take rest time.7.Take training assessment In terms of form,the actual operation is the most recognized form of assessment by teachers.According to the basic situation and training status of preschool teachers and the training needs of teachers,the author analyzes the differences from the previous training,and puts forward suggestions for the future preschool teachers’ physical education ability training.