A Study On The Cooperative Quality Of Class Teachers In Kindergarten

Kindergarten education refers to child care and education for preschool children aged above 3 years old. It is an important component of fundamental education and a basic stage of school education system. Kindergarten Job Directive Rules (2016) puts forward the following requirements for classroom teachers and childcare workers:"Direct and cooperate with child-care workers to manage the life of children in class and properly perform healthcare services" and "Under the guidance of teachers, look after and manage the life of children, and work together with class teachers"; in terms of professional competence in "Communication and Cooperation", Professional Standards for Kindergarten Teachers (Trial) (2012) points out that kindergarten teachers should communicate and cooperate with colleagues to share experience and resources to promote joint development. From the perspective of the current kindergarten class structure, "Two Teachers and One Childcare Worker" has been the basic class mode, that is to say, three teachers jointly manage a class, thus forming one of the major characteristics of kindergarten work-"cooperation".180 class teachers at Yanji State-run Kindergarten are taken as the research objects. By literature method, questionnaire method, interviewing method and education statistics, the author explores the current situation of the cooperation quality of class teachers in kindergarten and group difference from the aspects of cooperative cognition, cooperative emotion and cooperative ability, analyzes the problems in class teachers’cooperation quality and relevant causes, discusses the management factors affecting class teachers’cooperation quality, and puts forward countermeasures to improve class teachers’cooperation quality from the angle of management.The following conclusions are drawn by integrating the results of questionnaire survey, statistical analysis and interviews:The cooperation quality of class teachers in kindergarten has the characteristics of "Two High and One Low" and "One Emphasis and One Ignorance ". In other words, class teachers’cooperation quality are characterized by high cooperative cognition and emotion and low cooperative capability, and emphasis on ability of childcare and teaching cooperation and ignorance on ability of learning cooperation.First, the overall cooperation quality of class teachers in kindergarten, but they have average ability of cooperation and poor ability of learning cooptation; there are differences in cooperation quality between different groups of class teachers in kindergarten. Second, the management level based on the cooperation quality of class teachers in kindergarten is general, leadership idea is good, rules and regulations are general, and kindergarten-based training is poor. Finally, kindergarten management has a significant correlation with class teachers’cooperative ability; leadership idea has the greatest impact on cooperative emotion and the lowest impact on cooperative ability; rules and regulations has the greatest impact on cooperative ability and the lowest impact on cooperative cognition; kindergarten-based training has the greatest impact on cooperative ability and the lowest impact on cooperative emotion. In general, kindergarten management plays a positive role in predicting and promoting class teachers’ cooperative quality.According to the research conclusions, the author puts forward the following suggestions:1. Transform leadership idea and optimize management style; 2. Improve rules and regulations and provide guarantee for class teachers’ cooperation; 3. Enrich training contents and improve teachers’ cooperative ability; 4. Actively build a "class-based learning" platform and comprehensively improve teachers’ overall cooperative quality.