Research On The Present Situation And Improvement Strategies Of Kindergarten Teachers’ Teaching Reflection Ability

Kindergarten teachers are the initiators of young children’s growth,the leaders and promoters of teaching activities,and the core force for the development of kindergartens and the preschool education industry.Compared to primary and secondary schools,early childhood education has its own unique characteristics,with a focus on the integration of care and education.Therefore,the requirements for kindergarten teachers are also unique.As the enlightenment stage of basic education,preschool education deserves special attention to the professional development of kindergarten teachers.The improvement of kindergarten teachers’ professional abilities requires continuous reflection on teaching,and there are also significant differences among different kindergarten teachers.Therefore,it is of theoretical and practical significance to deeply study the current situation of kindergarten teachers’ teaching reflection ability.This article mainly focuses on how to improve the teaching reflection ability of kindergarten teachers,selecting kindergarten teachers from 20 kindergartens in E district of C city as the research object,discovering the current status and problems of their teaching reflection ability,and then proposing relatively optimized solutions.Firstly,by reading relevant literature related to this article,understand the current research status both domestically and internationally,sort and integrate them.This will provide guidance for the research background,research questions,and research significance of this article.With reflection as the support point,clarify key concepts such as teaching reflection,teaching reflective ability,and kindergarten teacher teaching reflective ability.This article selects meta-cognitive theory and reflective teaching theory as the relevant theoretical foundations to consolidate the theoretical basis of this study.Secondly,this article mainly adopts three research methods: literature method,questionnaire survey,and interview to investigate the teaching reflection awareness,teaching reflection attitude,teaching reflection content,teaching reflection channels,and other dimensions of teachers in 20 kindergartens in E district of C city.According to feedback,organization,and analysis of data,the current teachers in 20 kindergartens in E District of C City mainly have the following problems in terms of teaching reflection: insufficient awareness of teaching reflection;Insufficient positive attitude towards teaching reflection;The content of teaching reflection is not rich enough;The path of teaching reflection is relatively fixed,and the influencing factors of teaching reflection are complex.This article takes the problem as the starting point and explores the main reasons why kindergarten teachers’ teaching reflection ability cannot be rapidly improved from both internal and external dimensions.Finally,based on the theoretical and empirical analysis mentioned earlier,practical suggestions are proposed for the improvement of kindergarten teachers’ teaching reflection ability from two aspects: teachers’ own factors and external factors such as kindergarten and parents.On the one hand,starting from teachers own perspective,we need to innovate the concept of reflection and stimulate the motivation for reflection;Conduct reflective training,develop reflective habits,etc.On the other hand,starting from the external environment,simplifying heavy work tasks and providing more training opportunities;Pay attention to in-depth home interaction and become active partners,etc.The research in this article not only enriches the relevant theoretical achievements of kindergarten teachers’ teaching reflection ability;It also provides reference and inspiration for the optimization and improvement of teaching ideas and effectiveness for frontline kindergarten teachers.It is hoped that this study can promote the professional development of kindergarten teachers and the quality of current preschool education and teaching.