The Development And Implementation Of Preschool Teacher Training Course

Preschool teachers are the leading roles that conduct the kindergarten education. They are also the key figures affecting the moral values, behaviors, personalities, social emotions of the children. Therefore, the attitude toward the occupation, expertise and professional competence has a direct influence on the development of the children.However, preschool education is a part of social welfare system and also a teaching institution aiming at liberating the worries of parents. For a long term, the requirement for preschool teachers lacks certain standards. In addition, the training for them is not systematic enough. The adopted continuing education courses are normally worked out by local education department, based on theoretical structures while omitting the operating practice. As a result, to develop the targeted and referenced courses that may meet the needs of the teachers has an important significance in facilitating the growth of their profession.The author made a study of preschool teachers’ education training courses based on the development of preschool education and preschool teachers’ profession of Ganjingzi District. The author knew the preschool teachers’ actual demands of the training through the questionnaires, interviews and experience summary method. First of all, the author complied the questionnaires and interview outline that are relevant to preschool teachers’ professional development of Gajingzi District. Also the author made a questionnaire survey and random interviews of454and305teachers respectively. According to the survey feedback, the author summarized, gathered and categorized the requirement of the preschool teachers’ professional development. Thus, the author established the course objectives, developed the course contents and formed continued education training courses of preschool teachers of Ganjingzi District. Furthermore, in the process of course implementation, the author explored the effective training method. At the end of course implementation, the author made a survey of500teachers about the effect satisfaction of course implementation, therefore, knew and mastered the effectiveness, pertinence and feasibility of course development to provide training ca,rrier of personality needs of preschool teachers’ professional development.