The Research On The Present Situation And Countermeasures Of Preschool Teachers’ Professional Ability

Early childhood education plays a fundamental role in the whole education.For a better nursery education,the preschool teachers’ professional quality is crucial.Educational practice embodies the professional competence of the preschool teachers,which not only affects the long-term development of child care and education as well as the quality of kindergarten,but also influences the quality of basic education.Therefore,paying attention to preschool teachers’ professional ability and enhancing the professional competence of preschool teachers have a strong theoretical and practical significance.This paper is based on the questionnaire of preschool teachers’ professional quality developed by Cao Yanmei as a tool.First,the author selects 250 preschool teachers in X city of HenanProvince as the research objects.Second,basing on questionnaire method,interview method and observation method,the author found that preschool teachers’ professional ability are different because of some variable quantities.Further study revealed that there are some problems about preschool teachers’ professional ability in X city of Henan Province,as following:(1)The overall level of preschool teachers’ professional ability is good,but the dimensions of development is not balanced,the ability of creating and using environment is the highest,while the communication and cooperation is lowest.(2)The ability of preschool teachers to create environment is still insufficient.(3)The organization and child care ability of preschool teachers’ life is not good.(4)There are significant differences in the support and guidance ability of preschool teachers with different educational background,seniority and professional title.(5)There are significant differences in the planning and implementation ability of preschool teachers with different educational background,major,teaching age and professional title.(6)There are significant differences in motivation and evaluation ability of preschool teachers with different age,professional title and teaching age.(7)The higher seniority the preschool teachers have,the lower ability of communication and cooperation they have.(8)The higher professional title the preschool teachers have,they would lack of self-reflection and self-development ability.Through further analysis,the author believes that the main factors that influence the preschool teachers’ professional ability may be: the training on preschool teachers has little effects,preschool teachers’ title evaluation is difficult,preschool teachers’ social status is low,preschool teachers’ professional identity is low,preschool teachers have less communication and cooperation,new preschool teachers lack of experience,preschool teachers’ job burnout.On this basis,the paper puts forward the following improvement strategies of preschool teachers’ professional ability:(1)The government should increase the teachers’ wages level,improve the social status of preschool teachers,enrich the training content,and gradually reform the preschool teachers’ professional title evaluation system.(2)The implementation of kindergarten training mode,and encourage the preschool teachers communicate actively with others,kindergarten administrators should create a supportive platform for preschool teachers and establish a good cultural atmosphere for parents and community support.(3)The preschool teachers should establish the concept of lifelong learning,have self-development consciousness,reflect actively in the teaching process,and face the pressure of work,thus to form an effective emotion regulation mechanism.(4)The colleges and universities in the training of preschool education professional students should enrich the practice of the curriculum,increase the time of probation and practice and have a clear intention to train students.