| In2010, the Ministry of Education, Ministry of Finance officiallylaunch and implement the “country training plan†on the central andwestern regions of rural primary and secondary school teachers. In2011, they formally implement the preschool teachers"nationaltraining plan" in rural areas. The implementation of the nationaltraining plan help the primary and secondary school teachers andpreschool teachers get a development in the central and westernrural areas,especially in remote areas,it shorten the differencesbetween the eastern coastal developed areas and remote areas.promote the professional development of the central and westernregions of teachers and improve the educational level of the centraland western regions.This research is based on the theory of teacher professionaldevelopment, focusing on the preschool teachers "national training plan"in rural areas of Shanxi Province,present the preschoolteacher"national training plan" in rural areas. According to the surveyof the teachers who participat in the training, pointed out theshortage,explore the countermeasures and suggestions to improvethe effectiveness of the national training plan.Questionnaires survey, interviews, document analysis methodwere adopted by the author. According to the training needs analysis,training expectation analysis, training motivation analysis, trainingeffectiveness analysis in rural preschool teacher who participate inthe training, Pointed out the actual problems in the training process.These issues are:the training organizers is not strict with the auditionof the participating teachers; training curriculum has more theoryless practice, difficult to apply; The appraisal and evaluation to thepreschool teachers trainee is unsound; the preschool teachers is notinitiative to receive training; the trainee teacher’s knowledgestructure is not systematic, training content is difficult to digest andabsorb. According to the actual problems in the training process,Proposed the corresponding countermeasures and suggestions.First,strengthen the policy advocacy for early childhood teachers, Strictlyimplement preschool teacher qualification system; According to thedifferences of the pre-school teachers, to take different levels oftraining; take multiple evaluation training methods; enhance the awareness of training for the early childhood teacher; improve projectquality assessment system. |
