A Study Of The Present Situation And Promotion Strategies Of Preschool Teachers’ Regional Activity Design Ability

As an important educational activity organization form in preschools,teachers’ ability to design regional activities naturally becomes an essential part of teachers’ professional ability,and the level of teachers’ ability to design regional activities is directly related to the quality of children’s activities.Based on ADDIE model and cognitive development theory,this study determines the structure of teachers’ regional activity design ability.By using the methods of literature,questionnaire and interview,this study takes 40 kindergartens and 943 preschool teachers randomly sampled in eastern Shandong,central Shandong and western Shandong Province as research objects,and understands the present situation and influencing factors of teachers’ regional activity design ability,and puts forward improvement strategies in view of existing problems.By analyzing the present situation of teachers’ regional activity design ability,it is found that preschool teachers’ regional activity design ability is at a relatively high level.However,there are still some problems in the design ability of some preschool teachers’ regional activities: on the one hand,teachers lack professional knowledge about regional activity design in the dimension of insight ability,can’t think about the value of regional activities comprehensively and deeply,and have insufficient early analysis of regional activity content;On the other hand,teachers can’t make a good overall planning of regional space,lack the update consciousness of material planning,can’t accurately understand the design of regional activities,and lack the consideration of diversification of evaluation subjects.The results of independent sample T-test and one-way ANOVA show that the factors affecting teachers’ regional activity design ability are preschool teachers’ teaching age,education background,major,class number and preschool nature,grade and location,while teachers’ gender,age,urban and rural areas of classes and preschools have no influence on teachers’ regional activity design ability.In view of the problems existing in teachers’ ability to design regional activities,this study puts forward the promotion strategies from the perspectives of teachers and preschools.On the one hand,enhance teachers’ self-development awareness of regional activity design ability: actively learn and update professional knowledge of regional activities,diligently reflect,establish an open concept of regional activity design,regularly analyze and cultivate comprehensive self-observation awareness,scientifically predict,grasp regional activity guidance strategies,pay attention to value,promote the effective output of regional activity content,strengthen linkage and build an interactive model of regional activity design home;On the other hand,it is necessary to build a system of improving preschool’s regional activity design ability: to set the goal of improving regional activity design ability,strictly implement the plan of improving regional activity design ability,check and summarize teachers’ regional activity design work in time,standardize the evaluation standard of teachers’ regional activity design ability,and optimize the incentive system.