Research On The Current Situation Of Preschool Teachers’ Competence From The Perspective Of Excellent Teacher Training

The competency level of preschool teachers is a direct embodiment of the teaching ability of preschool teachers,and improving the competency of preschool teachers is of great significance to promote the high-quality development of preschool education in China.With the changes of the times and social development,the state attaches great importance to the professional development of preschool teachers.In the context of the excellent teacher training program,improving the competency level of preschool teachers has become an inevitable trend and a top priority,which also puts forward clear requirements for the competency conditions of preschool teachers.In this study,249 front-line preschool teachers in Sichuan Province were selected as research objects,and the literature method,questionnaire method and interview method were used to conduct research,and the "Professional Standards for Kindergarten Teachers(Trial)" and "Opinions of the Ministry of Education on the Implementation of the Excellent Teacher Training Plan 2.0" were used as models to clarify the competency standards of "excellent preschool teachers".Through the questionnaire method,the current status of preschool teachers’ competency in Sichuan Province was analyzed,the actual situation of the survey and the competency standards required by excellent teacher training were analyzed,the shortcomings of the current preschool teachers’ competency were explored,and then the causes of the problem were further analyzed through the interview method and tried to propose countermeasures.Through data statistics and analysis,this study draws the following conclusions:First,the overall average score of preschool teachers’ competence is 3.52,which is at the middle level.Second,the development of competence levels of preschool teachers in various dimensions is uneven,and the scores are professional concepts and teachers’ ethics,professional knowledge,professional ability,independent development,and personal characteristics from high to low.Third,there were different differences in preschool teacher competence under different demographic variables,among which there was no difference in preschool teacher competence in serving as class teachers,but there were statistically significant differences in gender,age,educational background,kindergarten level,and whether there were children.Further analysis shows that there are many deficiencies in the competence of preschool teachers,and in view of the problems in the competence of preschool teachers,the following improvement strategies are proposed in this study: first,multi-party promotion to promote the practice of professional concepts and teachers’ ethics;Second,multi-dimensional linkage to build a body for improving teachers’ professional knowledge;Third,pay equal attention to all aspects to relieve the emotional pressure of preschool teachers;Fourth,take multiple measures to lead the professional independent development of preschool teachers.