Based On Professional Growth Needs Of Kindergarten Teachers Study On The Construction Path Of Digital Resources

At present,the professional growth of kindergarten teachers is facing a bottleneck.It is difficult to achieve the expected effect of teaching and on-the-job training,and the urgent need for new paths is needed.With education informatization entering the 2.0 era,education informatization promotes education modernization,which provides an opportunity for the professional growth of kindergarten teachers.The construction of digital resources is the basic project and the key link of education informatization,so how to build the digital resources suitable for the professional growth of kindergarten teachers has become an important research problem.Based on the planning process of resource life cycle,the construction to meet the needs of kindergarten teachers for digital resources in the process of professional growth is the most important measure of the quality of digital resources and the core problem of this research.The study are some kindergarten principals and teachers in Xining,Qinghai Province,Integrated questionnaire survey and interview methods,Understand the current situation of kindergarten teachers using digital resources for professional growth,Explore the demand of kindergarten teachers for digital resources in their professional growth;Using content analysis method,Analyze the construction status of the digital resource platform;Through the current situation of kindergarten teachers using digital resources in their professional growth and the construction status of digital resource platform are compared with the demand of digital resources in their professional growth,Find out the gap between them,Analysis the causes of the gap,Obtain the path of digital resource platform resource construction.The study found that the kindergarten teachers in Xining are mainly female,with the age concentrated in the range of 21-30.The teaching age is 1-3 years and 4-9 years.The teachers are in the stage of seeking innovation to maturity,which is a key period of professional growth.Most teachers have highest college and bachelor’s degrees,which lays a good foundation for teachers to use digital resources for professional growth.Although there is a gap between the allocation of infrastructure equipment in public kindergartens and private kindergartens,the allocation of infrastructure equipment in kindergartens is constantly optimized,and there is no big gap for kindergarten teachers of different types of kindergartens to use digital resources for professional growth.About kindergarten teachers use digital resources for professional growth: teachers acquire digital resources,relying on search engine;periodical database application frequency is low and is not conducive to the cultivation of teachers ’ scientific literacy;digital curriculum resources platform is the most missing and limited cognition of new digital resource types,digital resources are limited to education and teaching,such as multimedia courseware,electronic teaching plan and multimedia materials.The demand of kindergarten teachers is: tend to use visual and image digital resources;favor the interpersonal interaction function of digital resources platform,teachers have practical-oriented demand for the content of digital resources,kindergarten teachers of different ages and kindergartens,and kindergarten teachers with the improvement of educational level.In the construction of digital resource platform,search channels are inconvenient;discussion function,evaluation function and feedback functions are missing,difficult to meet the needs of kindergarten teachers to build a learning community;the content of digital resource platform to assist kindergarten teachers education and teaching,but slow update,limited number and multiple platform content cross-discrete,resource integration is not valued.Among the factors affecting kindergarten teachers to use digital resources for professional growth,teachers have strong desire,lack of self-efficacy,more external factors in promoting them,the availability and ease of resources are the key,and the digital leadership of the principal plays a decisive role.Based on the above research conclusions,Suggestions: to expand the service object of the digital course resource platform,Improve the participation of kindergarten teachers;Increase the publicity and promotion of new digital resources,Improve the visibility of digital resource platforms,Expand the resource types and search channels used by teachers;Cultivate teachers ’ habit of using journal database and digital curriculum resource platform for professional course growth,Improve teachers ’scientific research literacy;Classified entries with academic qualifications as digital resources,Meet the different needs of teachers;Improve the interpersonal interaction function of the digital resource platform,Facilitate teachers ’ online collaborative learning;Integrate the digital resources,Build a public welfare and representative digital resource platform.