Research On The Problems And Strategies Of Preschool Teachers’ Network Self-Directed Learning

When the theory of lifelong education was arisen and the construction of learning society is being launched vigorously in China, education has a new connotation at the same time. Preschool teachers, whom the children contact firstly when they receive formal education, not only go into teaching jobs, but also need to upgrade themselves through study constantly. In recent years, the development of network information technology makes network self-directed learning possible and it also becomes a new way of preschool teacher’s professional development. Based on this, the author did the research about the current situation of preschool teacher’s network self-directed learning firstly, and then analyzed existing problems according to the research results, at last proposed some solutions. Do it like this, the author hopes it can improve preschool teacher’s network self-directed learning ability and make the preschool education of China moving forward.This paper bases on the theory of literature about self-directed learning and network self-directed learning at home and abroad and summarizes these research achievements. The author used the methods of questionnaire and interviewing to get to know the the current situation of preschool teacher’s network self-directed learning, and analyzed the findings from three aspects, that is existing problems, influence factors and solutions. Specific content as follows:Chapter one. Firstly, the author elaborates the background of paper topics, the research purposes and meanings in detail. And then summarizing the research achievements of self-directed learning and network self-directed learning by domestic and overseas. Lastly, introducing the research methods of the paper.Chapter two. Defining four core concepts:preschool teacher, self-directed learning, network self-directed learning, teachers’ autonomic learning; and stating relevant theoretical bases. Chapter three. The author designs the questionnaire from two aspects and five dimensionalities and uses the software of SPSS 18.0 to process the survey data.Chapter four. From the questionnaire, the author finds some problems in preschool teacher’s network self-directed learning, such as the internal motivation is insufficient; metacognitive strategies are serious lack in the learning process; the shortage of high-quality learning resources; the learning environment is unsatisfactory and so on. The author also makes attribution analysis from individual factors and external environment factors.Chapter five. The author gives some suggestions to figure out the problems. For the individual teacher, they should change their minds and cultivate consciousness of network self-directed learning; strengthen their internal learning motivation; grasp proper learning strategies to improve their learning ability; adjust their working attitudes actively and eliminate job burnout. For the society, we should create a good learning environment; optimize reward mechanism to mobilize preschool teachers’ enthusiasm for learning; design and exploit high-quality learning resources; raise the social welfare of preschool teachers and resolve their difficulties.