Investigation And Research On The Current Situation Of Kindergarten Teachers' Micro-learning In The Web3.0 Era

At present,with the acceleration of the pace of social development and the rapid update of knowledge in the Internet age,diverse forms of learning are also entering the learning activities of kindergarten teachers.Kindergarten teachers are responsible for enlightening young children,and kindergarten teachers need to continue to learn.Enrich themselves.On the one hand,it can meet the needs of its own development,on the other hand,it is also an important embodiment of the responsible person of young children.Therefore,kindergarten teachers also need more learning opportunities to improve their overall quality.The opportunities for traditional training are not available to everyone.Self-study as a complementary form of kindergarten teacher learning is also playing an increasingly important role in society.Character.As a new type of learning,micro-learning,with its characteristics of “short-time,small-segment,and individualization”,enables kindergarten teachers to make full use of the fragmented time to learn the required knowledge autonomously and meet the needs of teachers’ own development.Promote lifelong learning for kindergarten teachers.This study will construct the micro-learning of kindergarten teachers from two aspects: First,collect relevant information about the micro-learning of kindergarten teachers,and construct the structure theoretically.The second is to use the open questionnaire to conduct a questionnaire survey of kindergarten teachers,and analyze,sort out and determine the current situation of kindergarten teachers’ micro-learning.Through the collation of the collected kindergarten teachers’ relevant materials,the related research problems of kindergarten teachers’ micro-learning status are finally determined.After this,the status of kindergarten teachers’ micro-learning research is explored by preparing questionnaires,then distributing,recycling and analyzing data through questionnaires.Combined with interviews with kindergarten teachers,this paper analyzes the problems existing in the process of micro-learning of kindergarten teachers and the causes of problems,and puts forward targeted countermeasures on this basis.Through the final questionnaire and interview results,combined with the analysis of questionnaire data,it is found that there are six main problems in kindergarten teachers’ micro-learning: kindergarten teachers pay less attention to micro-learning;kindergarten teachers have less motivation for micro-learning;kindergarten teachers lack micro-media to usemicro-media The frequency of learning is low;the theoretical knowledge of the kindergarten teachers in the micro-learning learning process is less;the kindergarten teachers lack the effective learning strategies in the micro-learning process;the conditions and environment of the kindergarten teachers’ micro-learning are not good.The author analyzes the above problems for six reasons: lack of cognition for micro-learning;lack of time and energy for micro-learning;lack of awareness of micro-media for micro-learning;weak ability to screen information;understanding of micro-learning strategies Insufficient;the popularity of micro-learning is not enough.Finally,it proposes two strategies to improve the micro-learning of kindergarten teachers: First,the kindergarten teachers themselves,improve the cognition of micro-learning;enhance the initiative of micro-learning;rationally use micro-media for micro-learning;improve the ability to screen information;develop micro-learning Strategy.Second,the kindergarten side,increase the promotion of micro-learning;provide a good micro-learning environment for kindergarten teachers;reduce the burden of kindergarten teachers.