Investigation And Research On The Professional Ability Of Inclusive Kindergarten Teachers In Shijiazhuang City

Early childhood education affects the development of people’s life.Since the reform and opening up,the state has issued a series of policies to ensure the development of pre-school education,and now pre-school education is in a rapid development stage,the professional ability level of kindergarten teachers determines the quality of pre-school education,so understanding the current situation of professional development of kindergarten teachers and helping teachers to continuously improve professional ability is the key to promote the development of pre-school education.The study used the self-edited questionnaire "Survey on the Professional Competence of Kindergarten Teachers",which included the demographic information of the subjects,the ability to create and utilize the environment,the ability to organize and care for one-day life,the support and guidance ability of play activities,the planning and implementation ability of educational activities,the ability to motivate and evaluate,the ability of communication and cooperation,the ability to reflect and develop,etc.,and the survey was conducted on 150first-line teachers in eight kindergartens in the main urban area of Shijiazhuang City.Through the collation and analysis of questionnaire data,we can understand the development of professional ability of teachers in the universal kindergarten in Shijiazhuang City.Through the analysis of the survey results,it is found that the reasons that affect the professional development of teachers are: lack of correct development concepts,incomplete self-awareness,low age of kindergarten teachers,educational background to be improved,insufficient time,limited space for learning and communication,and training methods And the content cannot meet the needs of teachers’ professional development,low wages,insufficient social security,insufficient theoretical knowledge,and job burnout lead to lack of self-management;In response to the above problems and combined with the theory of organizational change,corresponding suggestions are put forward in the three stages of teacher professional development: establish correct development concepts,create an atmosphere of mutual learning,improve internal evaluation mechanisms,help teachers understand themselves,and improve the five-year integrated education system.Improve the professional ability of prospective teachers,adjust training arrangements,free up teachers’ time,establish a growth community,break the limitations of space,form a government-led training system with university participation,meet the development needs of teachers,increase teachers’ salary levels,and meet the demand for teaching facilities,The national policy guarantees the social welfare of teachers,improves teachers’ social status,enriches theoretical knowledge,enhances the sense of teaching efficiency,perfects the supervision mechanism,helps teachers form self-management,and provides opportunities for teachers with excellent professional abilities to demonstrate.