Research On The Current Situation And Influencing Factors Of Preschool Teachers’ Learning Needs

The changes of the times and the transformation of society require preschool teachers to constantly update their knowledge structure to achieve self-renewal and professional development.Learning should become a conscious way of life for preschool teachers,and preschool teachers should become conscious learners.In order to improve the motivation and effectiveness of preschool teachers’ learning and further promote the training of preschool teachers,we need to focus on and respond to the learning needs of preschool teachers.This study compiled the "Questionnaire on the Learning Needs of Preschool Teachers",which was conducted with 693 preschool teachers in five cities in Liaoning Province as the survey subjects,and combined with the interview data of 13 preschool teachers,the general characteristics and individual differences of the learning needs of preschool teachers were analyzed in depth.The results of the study show that:(1)in terms of learning content requirements,preschool teachers’ needs for three dimensions of "professional concept and teacher ethics","professional knowledge" and "professional ability" are more prominent;There are significant differences in the requirements of learning content in terms of majors and nature of kindergartens.Among them,the scores of teachers of preschool education and teachers of non-teacher training majors were significantly higher than those of teachers of other teacher training majors.The scores of private kindergarten teachers are significantly higher than those of public kindergarten teachers.(2)In terms of learning style needs,preschool teachers prefer "situational participatory learning" and have lower demand for "meaning-receptive learning".There are significant differences in the demand for learning styles in terms of academic qualifications,majors,and nature of kindergartens.Among them,the scores of teachers with technical secondary school or high school and below are significantly higher than those of teachers with college and undergraduate degree and above;Teachers in preschool education and teachers in non-teacher education majors scored significantly higher than teachers in other teacher training majors.The scores of private kindergarten teachers are significantly higher than those of public kindergarten teachers.In order to further understand the factors affecting the learning needs of preschool teachers,18 preschool teachers were selected as interview subjects.Based on the grounded theory,it is concluded that the learning needs of preschool teachers are jointly affected by internal factors such as educational feelings,interest in knowledge,self-reflection,and self-efficacy,as well as external factors such as work-learning contradictions,supply and demand contradictions,social expectations,and teacher-teacher relationships.Among them,the educational sentiment in internal factors and the work-science contradiction in external factors are the two main factors affecting the learning needs of preschool teachers.Based on the above research,this paper puts forward the following suggestions from the two dimensions of "internal development" and "external light" :(1)take educational feelings as the foundation to stimulate the endogenous motivation of learning;(2)Driven by positive experience,mobilize interest in learning;(3)Improve the awareness of reflection and maintain an open learning attitude;(4)Enhance self-efficacy and stimulate learning enthusiasm;(5)Establish a learning guarantee mechanism to empower teachers’ learning;(6)Create a cooperative and mutual aid kindergarten culture and build a learning community for teachers;(7)Based on the real learning needs of teachers,give teachers personalized demand supply;(8)Give teachers appropriate social expectations and reduce teachers’ learning pressure.