Research On The Competence Of New Kindergarten Teachers In Home-school Communicatio

New kindergarten teachers are the emerging force of kindergarten teachers,inject vitality into the development of preschool education,involving the preschool education to achieve the goal of high-quality development.The homeland communication competence of new kindergarten teachers not only directly relates to the professional ability of new teachers,but also deeply affects the development quality of kindergartens.This study explains the importance and necessity from three aspects: the policy background of the preschool education documents concern for home co-education,the practical needs of parental work as an important factor in the professional growth of kindergarten teachers,and the personal thinking of the existing problems in the family and kindergarten communication competence of new kindergarten teachers.On the basis of consulting and sorting out relevant literature,this study reviews the existing researches on "new teachers" and "teacher competency" in detail,and finds the following situations: In terms of research objects,most of the existing studies focus on the competence of teachers in universities and primary and secondary schools,but pay little attention to the competence of kindergarten teachers,there are few studies on the competence of new kindergarten teachers.In terms of research content,the existing researches are still confined to the concept interpretation,model construction and influence factor analysis of teacher competency,but the in-depth discussion on its influence factors and the effective strategies for competency improvement are not yet perfect.In terms of research methods,there have been studies on both quantitative and qualitative aspects,but there are relatively few studies combining the two.Based on this,this study will focus on the family and kindergarten communication competence of new kindergarten teachers,which can balance the teachers’ competence of different school segments.This study is not only limited to the interpretation of the family and kindergarten communication competence of new kindergarten teachers and its components,but also through the collation and analysis of the survey data,in-depth analysis of its influencing factors.Finally,from the three relevant subjects of new kindergarten teachers/kindergartens and parents,targeted improvement strategies are proposed.It provides diversified paths for the professional development of new teachers,and also provides references for kindergartens and education authorities in teacher training innovation and evaluation of new teachers.Based on the competency iceberg model,the theory of teacher professional development stage and the theory of ecosystem,this study distributed questionnaires to200 new kindergarten teachers in Z city to understand the family and kindergarten communication competency level of new kindergarten teachers,and selected 10 teachers from the survey objects for in-depth interviews.This paper further analyzes the factors affecting the job competence of new kindergarten teachers,and puts forward corresponding countermeasures and suggestions.The main research methods used in this study are:document method/questionnaire survey method/interview method.Through the use of document method,clarifing the concepts related to the new kindergarten teachers and family and kindergarten communication competency,analyzed the context of relevant research,and provided theoretical support for the smooth implementation of the research.Through the survey method,the overall level and development level of the family and kindergarten communication competency of the survey subjects were understood.The interview method is a further qualitative supplement to the quantitative results of the questionnaire survey,making the collected data more comprehensive.The results of the survey show that the overall score of family and kindergarten communication competency of new kindergarten teachers in Z City is 3.88,which is higher than the average value of 3 on the five-point scale,indicating that the overall level is above the medium level,but there is still room for improvement.Competency levels of all dimensions are not balanced,and the ranking from high to low is as follows:personality trait/cognition/interpersonal interaction,and skill.The scores of the three dimensions of cognition/interpersonal interaction and skill are all lower than the average value of the overall competency,indicating that there is room for improvement in the three aspects,while the score of skill is the lowest,which belongs to the items in need of improvement.Through the difference analysis,this study found that there were significant differences in the overall family and kindergarten communication competence of new kindergarten teachers in terms of gender/age/nature of kindergarten and teaching years,while there were no significant differences in major/educational background and professional title.Based on the theoretical basis of this study and the in-depth interview of new teachers,it is found that the influencing factors of the family and kindergarten communication competence of new teachers are as follows: Subjective factors such as lack of professional knowledge and work experience,lack of professional skills and personal characteristics of new teachers.Objective factors such as not optimistic development of home co-education at the kindergarten level,unsound incentive and evaluation system,and different levels of parents.Finally,based on the above research results,this study puts forward the following suggestions from the level of teachers,kindergartens and parents: New teachers should enrich their professional knowledge to provide theoretical support for parents’ work;Strengthen professional skills,improve self-efficacy,excavate personality traits,break the bottleneck of parental work;Strengthen interpersonal interaction,achieve both way win-win in parental work.Kindergarten should improve the evaluation system,stimulate the enthusiasm of teachers and parents;Optimize training activities and attach importance to the combination of theory and practice.Parents should feedback actively,improving the quality of family and kindergarten communication.