Study On The Model Construction And Promotion Strategy Of Kindergarten Principal’s Learning Power

Teachers are the key to education.Learning is the key to a great plan for teachers.To achieve the goal of building a highly qualified,professional and innovative teaching force in the new era,promoting professional learning and improving the overall quality of the teaching force is a necessary path to follow.The focus on teachers’ professional development,from’training’ to ’learning’,is a change in philosophy,a recognition of teachers as the main body of’learning’,and a sign that teacher growth is moving towards This is a change in philosophy and a recognition of teachers as subjects of learning,signaling a move towards "spontaneous,conscious and autonomous" teacher growth.As an important part of our national education system,the quality of pre-school education has a bearing on the well-being of hundreds of millions of families and the future of the country and the nation.But as far as the reality is concerned,preschool education is still a weak link in China’s education system due to a thin base and many debts.How to promote the quality of preschool teachers through learning is a must for preschool education to move towards high-quality development.As educators,leaders and managers,kindergarten principals play a crucial role in the development of kindergartens,and learning is a necessary way for them to improve their professionalism and competence.The learning power of the principals directly affects the professional development potential of the principal,the extent to which a kindergarten can develop as a learning organization,and the quality of kindergarten teaching and learning.And what is the connotation of the learning power of the kindergarten director,how is the structure of the elements,current our kindergarten director learning power of the reality of conditions like,how to promote the development of the kindergarten director learning power,these questions need to be through in-depth analysis,to build a scientific kindergarten director learning power model to realize.This study focuses on the core keyword of "learning power",and focuses on the subject of "kindergarten principals",around the question of "What is the learning power of kindergarten principals? How is it? Why? What to do?" This research line is based on the "theory trace ability","model construction","research on the current situation","analysis of influencing factors" and "research on improvement strategies".The research is conducted in five areas: "theoretical tracing","model building","current situation research","analysis of influencing factors" and "study of improvement strategies".Combining the existing theories and practices related to learning power,this study uses "adult learning theory,learning organization theory and learning leadership theory" as the theoretical basis,and uses literature,key event interview method and text analysis method to analyse the elements of kindergarten principals’ learning power,and adopts a mixed method combining qualitative and quantitative research.The study uses a mixed method of qualitative and quantitative research to construct a model of the learning power of kindergarten principals.This study constructs a six-dimensional model of the learning power of kindergarten principals,including learning drive,learning action,learning response,learning transformation,learning influence and learning security.They include different perspectives on the personal development of the head teacher,the performance of his or her duties and the construction of a learning organization,and also cover the levels of guarantee,implementation and realization of the head teacher’s learning power.Using an online questionnaire,this study conducted a study on the current situation of the learning power of kindergarten principals in China by distributing 1225 valid questionnaires to kindergarten principals nationwide,combining the interview and questionnaire data to summarize the current situation and problems of the development of the learning power of kindergarten principals,and to propose strategies to improve the learning power of kindergarten principals.Through the analysis of the research results,this study has come up with an analysis of the current situation and problems in several aspects of the learning power of kindergarten principals.The learning drive of kindergarten principals is strong,as evidenced by their strong internal and external drive to learn and their high motivation to learn;the learning action of kindergarten principals is characterized by a lack of planning and monitoring of their own learning and insufficient evaluation and reflection;the learning response of kindergarten principals is characterized by poor process regulation and a single application of strategies;the learning transformation of principals is not strong and lacks innovative application;in the learning In terms of learning influence,kindergarten principals are able to positively influence organizational learning by setting up their own learning role models;in terms of learning security,principals actively create conditions to build organizational learning security mechanisms.In addition,the study found that the level of learning power of rural and private principals needs to be improved compared to urban and public principals,and requires special attention.Based on the research findings,this study proposes strategies for the development of the learning power of principals at three levels: macro policy,path selection and individual development,including at the macro policy level,setting a good barrier to entry,innovating training models,strengthening process supervision,establishing support systems and paying attention to vulnerable groups;at the path selection level,from external to endogenous,stimulating the driving force of garden principals’ learning;from results to process,focusing on principals’ learning In terms of path selection,from external to endogenous,to stimulate the driving force of learning;from results to process,to focus on the learning power of the head teacher;from stimulation to empowerment,to enhance the learning response power of the head teacher;from effectiveness to innovation,to focus on the learning transformation power of the head teacher;from demonstration to leadership,to bring into play the learning influence of the principles;from individual to organizational,to strengthen the learning security power of the principals.At the level of the individual kindergarten principal,the principal should clarify his or her work responsibilities and enhance the awareness of lifelong learning;strengthen practical reflection and further enhance the ability to apply and transform knowledge innovation;plan work and learning scientifically and optimism the application of learning strategies;expand learning resources and methods and strengthen the use of information technology tools;and actively lead the organization of learning in the kindergarten and strengthen the construction of a learning organization.The learning power model of kindergarten principals constructed in this study enriches the research system of professional development of principals.Through a large sample survey on the current situation of principals’ learning power,the current situation and problems of principals’ learning power at the present stage are clarified,and targeted strategies to improve the learning power of kindergarten principals are proposed at different levels,which have certain reference and promotion value for the construction of preschool principals and teachers in China.