The Present Situation And Countermeasure Research Of Kindergarten-Based Training In Kunming Wuhua District Public Kindergartens

Kindergarten-based training is an important way for preschool teachers to develop professionally.In recent years,in order to improve the overall level of preschool education and build a team of high-quality preschool teachers,the state has issued a series of policies to vigorously support preschool teacher training.Kindergarten-based training has become an important way of preschool teacher training because of its convenience,autonomy and flexibility.This study collects data by means of survey,interview and participatory observation,and describes the current situation of kindergarten-based training in public kindergartens in Kunming Wuhua District from four dimensions: the concept and objective of kindergarten-based training,content and methods,management assessment and organization guarantee,identifies the existing problems,analyzes the reasons behind the problems,and finally puts forward targeted countermeasures.The research found that there are several following problems in the kindergarten training of public kindergartens in Kunming Wuhua District: The kindergarten training objectives are not specific enough;K indergarten-based training content is not comprehensive enough;The way of K indergarten-based training is not flexible enough;The assessment and evaluation system o f kindergarten training is not perfect;The incentive mechanism of kindergarten-based training are not perfect.The reasons for the problems in kindergarten-based training are as follows: The management of kindergarten-based training is absent in the competent department of education;Kindergarten managers should pay more attention to kindergarten-based training.Teachers’ individual understanding of kindergarten-based training needs to be strengthened.Finally,the paper puts forward some sugges tions to improve the training: First,making specific and clear objectives of the training,determining the direction of the training;Second,insisting on demand-oriented,improving the pertinence and comprehensiveness of training content;Third,the establishment of garden-based training resource sharing platform,innovativing training methods;Fourthly,formulating perfect kindergarten training evaluation system,adopt ing developmental evaluation;Fifthly,formulating multiple incentive mechanism of kindergarte n-based training to stimulate teachers’ enthusiasm to participate in training.