| Teachers' self-regulated learning is closely related to the professional growth of teachers and the comprehensive development of young children.As a special group of preschool teachers,novice preschool teachers are at the stage of on-the-job adaptation.They urgently need to improve their professional level through self-regulated learning in order to solve the current difficulties and survive the crisis.However,the current problems of preschool teachers' lack of self-motivated learning motivation,utilitarian purpose,formalized teaching reflection,inconspicuous learning effects,lack of independent development space and one-stop resource base have hampered their further development of self-regulated learning and professional level.Therefore,this research focuses on novice teachers.It investigates and researches the status of self-regulated learning for novice teachers,and points out directions for finding effective paths for the professional growth of preschool teachers.It can better solve the practical problems of novice teachers and promote their professional growth.The study clarifies the theoretical basis for studying autonomous learning for novice teachers in kindergartens on the basis of summarizing relevant research at home and abroad,using autonomous learning theory and adult learning theory,to recognize the value of self-regulated learning,analyze the essential connotation and basic principles of self-regulated learning for novice teachers in preschool.Randomly selected 220 first-line novice teachers in the 6 urban districts of J City,Shandong Province,and distributed 220 questionnaires.SPSS19.0 was used to perform descriptive statistics,independent sample T test,and one-way analysis of variance on 180 valid data to analyze the overall level of self-regulated learning for novice teachers.And group differences of novice teachers in different kind of background variables.The results show that the overall level of self-directed learning of novice preschool teachers is at a moderately high level,and there are significant differences in the area,education background,professional background,and title of the preschool.The specific performance is as follows:Novice teachers in area S are significantly higher than other urban areas;postgraduate qualifications Novice teachers' self-directed learning is significantly higherthan that of novice teachers with technical secondary school or below;non-preschool professional novice preschool teachers have significantly higher self-directed learning than professional novice teachers;second-level and higher professional novice teachers have significantly higher self-directed learning than third-level professional novice teachers.Combined with the interview method and text analysis method,the in-depth study of the kindergarten novice teachers self-regulated learning is carried out to explore the problems and attributions in the kindergarten novice teachers' autonomous learning.The results show that there are large differences in internal self-learning among novice teachers in kindergarten,novice teachers criticize the problems of weak ability,low self-efficacy and poor execution,and the lack of active awareness of novice teachers in editing.To explore the main causes of its problems,and believe that novice teachers lack self-knowledge,weak self-learning ability and lack of scientific spirit;in kindergarten environment,novice teachers lack self-learning time,learning atmosphere,resources and perfect evaluation development mechanism.According to the problems and reasons in the self-learning of kindergarten teachers in the kindergarten and combined with the theoretical basis of the study,the following suggestions are proposed from the four aspects of novice teachers' self-efficacy,scientific spirit,environmental support and security mechanism: formulate suitable for the novice teachers 'self-efficacy Learning plans,looking for multiple learning examples,carrying out humanistic care and psychological counseling;improving learning strategies and control capabilities from novice teachers 'self-directed learning literacy,overcoming the thinking inertia of learning,and developing multiple thinking on problems;setting up a learning community from environmental support,Create a benign learning atmosphere,build a shared resource library,improve teacher evaluation and incentive mechanisms,and reduce optimization tasks. |
