Research On The Construction Of Preschool Teachers In Rural Areas

China’s rural preschool education should not only achieve scale development in the quantitative sense,but also achieve high-quality development in the connotative sense.This is an inevitable requirement for the comprehensive and sustainable development of rural young children and the equitable development of society,as well as an inevitable content for the development of China’s preschool education.Rural preschool education in China should point to the comprehensive adaptation and healthy development of rural young children to social development from a more open and integrated perspective,and become an education system with good endogenous development momentum with the concerted participation of the government,families and related subjects.Among them,the government should continue to effectively assume the leading responsibility for developing rural preschool education,build a support system for the high-quality development of rural preschool education,further promote the construction of relevant institutional mechanisms,strengthen the construction of rural kindergarten teachers,improve the supply and management of rural preschool education resources,and at the same time,build a platform for other subjects to jointly participate and give full play to the strengths of different subjects to jointly promote the high-quality development of rural preschool education.The development of rural pre-school education.This thesis takes the teachers and directors of rural public kindergartens and inclusive private kindergartens in County F as the research objects,and explores the current situation of gender,age,employment type,and educational structure of rural preschool teachers in County F,the current situation of kindergarten teachers’ survival,and the current situation of teachers’ professional development through questionnaire survey method and on-site interview method.In turn,the problems in the construction of rural preschool teachers in County F were found,including the problems of unreasonable allocation of kindergarten teachers,the worrying survival status of preschool teachers,and the lack of backbone in the professional development of preschool teachers.The causes of the problems are mainly divided into three levels: teachers themselves,kindergarten internal,and government management.The following countermeasures are proposed for the analysis of the causes:from the teachers’ level,teachers themselves should improve their professional identity and increase their professional development autonomy;from the kindergarten level,training for kindergarten directors and establishing perfect rules and regulations;from the government level,strengthening in-service training for rural preschool teachers and protecting the rights and interests of rural preschool teachers.