"Kindergarten Teachers 'professional Standards," The Development Of Rural Kindergarten Teachers' Professional Based

Focus on the development of rural preschool and take a variety of ways toexpand pre-school education in rural resources, to expand and build new ruralkindergartens and to create high-quality rural preschool teachers is the basicrequirements of early childhood education reform today.Jinan has developed theThree-year action plan and implemented it gradually. The number of ruralkindergartens, office park conditions, children enrollment rate has increasedsignificantly.However, at the same time of improving the hardware conditions,thelower level of teachers’ professional development has become a "bottleneck" thatrestrict the current and future quality of pre-school education in rural areas quite along time.In this study, on the basis of teachers’ professional research scholars from homeand abroad, literature research, survey research (questionnaires and interviews) andlessons learned are used to investigate the professional development in Jinan City12towns kindergarten teachers. This research is divided into the followingchapters—The introduction mainly elaborates the reason for topic dissertation, the reviewof relevant research, the research purposes, the main content, the significance,research ideas and research methods.Chapter one, the overview of rural preschool teachers’ professionaldevelopment.Drawing on the basis of previous studies,the author hierarchical clarifythe concept of professional development of preschool teachers in rural areas ofresearch were defined.And the paper discusses the value of rural preschool teachers’professional development from three levels. Then the paper explain concept andcharacteristics of the "Kindergarten teachers’ professional standards" which ishereinafter referred to as"professional standards"),and basic requirements are raisedfor the professional development of rural preschool teachers.Chapter two, survey and analysis of rural preschool teachers’ professionaldevelopment--case in Jinan City. This section mainly uses the method of investigation questionnaire and unstructured interviews combining to conduct athorough investigation of professional qualifications, professional philosophy andethics, professional knowledge, professional competence and professional to supportthe status quo of teachers selected from12kindergartens in rural areas and analyzedtheir findings.Chapter three, rural preschool teachers’ professional development problems andattribution analysis.Based on the survey and analysis of rural preschool teachers’professional development in chapter two, significant problems of rural preschoolteachers are found exists in five areas of the professional sense, professionalphilosophy, expertise, professional competence and external support. Then the paperattributed the cause from the government, three kindergartens and teachersthemselves.Chapter four, strategic thinking of rural preschool teachers out of the plight ofprofessional. This section seeks to propose strategies to promote the professionaldevelopment of preschool teachers in rural areas,and the main strategy is as follows:to arouse teachers ’awareness of the development, to update teachers’ professionalideas to improve the level of expertise, to enhance their professional capacity, and toprovide adequate development support.