A Study On The Effectiveness Of Rural Preschool Teacher Training

In recent years,with the increase of China`s investment in rural preschool education and the acceleration of the pace of new construction,reconstruction and expansion of preschool resources,the inclusive rate of rural preschool education have been significantly improved.Basically solved the problem of “difficult to enter kindergarten” and initially realized the goal of “having kindergarten to go”.The solution of this problem and the realization of the goal,also led to new problems and new goals.Specifically speaking,the sharp increase in the number of rural kindergartens aggravated the problem of teacher shortage in rural kindergarten.In the face of this urgent problem,the government is taking a variety of measures,such as opening up the source of teachers,and supplementing teachers through multiple channels,which not only means that the number of rural preschool teachers will grow,but also means that non-preschool professionals have the opportunity to teach.As is well known,the quality of teachers directly affects the quality of education,and the key to improve the quality of rural preschool education is to improve the overall quality of rural preschool teachers.Teacher in-service training has been playing an important role in promoting teacher professional development.In order to promote the professional development of rural preschool teachers,improve the quality of rural preschool teachers,and then provide high-quality preschool education for rural children,China has introduced supportive policies and regulations conducive to the smooth development of teacher training,so that rural preschool teacher training has been a strong guarantee.Then,How is the implementation of the current rural preschool teacher training? How effective is the training?This paper conducts an empirical study on the current situation of the effectiveness of rural preschool teacher training,analyzes the factors affecting the effectiveness of teacher training,and puts forward suggestions to improve the effectiveness of rural preschool teacher training based on adult learning theory and teacher professional development stage theory.This paper is divided into six chapters:Chapter 1---Discusses the research back ground,and on the basis of a brief review of the research status and orientation of rural preschool teacher training at home and abroad,clarifies the research ideas,research methods,research object extraction and research significance.The second chapter,elaborates the relevant concepts and theoretical basis of rural preschool teacher training.The third chapter,mainly from the aspects of training objects` basic features(basic information?training will?training motivation)and the design of the training,understand the actual situation of teacher training that rural preschool teacher in KASHGAR district participated in the past.Summarizes the effectiveness of current rural preschool teacher training,from the aspects of teachers` satisfaction with the training and teachers` subjective understanding of the training.Chapter 4---From the perspective of training objects and teacher training design puts forward the influencing factors of the teacher training effectiveness.Chapter 5---In view of the factors affecting the effectiveness of teacher training,puts forward the suggestions to improve the effectiveness of teacher training.Chapter 6---On the basis of summarizing this research,puts forward the prospects and shortcomings of this research.The results show that rural preschool teachers have a strong willingness to participate in teacher training;teachers` participation motivation is mainly with intrinsic motivation;The teachers are satisfied with the training they have participated in the past;Teachers have been improved in knowledge ?ability and emotion through teacher training.At the same time,There are also problems in current teacher training that influence the training effectiveness.Such as lack of investigation on teachers` training needs before training;unreasonable training schedule;lack of follow-up guidance after training;Uneven professional level of teachers and insufficient understanding of the significance of training among teachers participating in training.In the view of the above problems,the following five suggestions for improving the effectiveness of teacher training are proposed from the perspective of rural preschool teachers and training organizaitions.First,establish the concept of lifelong learning and improve the ability of independent learning;Second,effectively use the training oppertunities to improve self professional development;Third,do a solid job in demand survey;Fourth,reasonably arrange the training time;fiifth,establish a rural preschool teachers training tracking guidance system.