Investigation And Research On The Current Situation Of Reflection On The Education Of Novice Teachers In Rural Kindergartens

The initial entry period is critical for teachers’ professional growth,which not only depends on teachers’ teaching practice,but also depends on their teaching reflection.High-quality teaching reflection is the starting point of teachers’ professional development.However,at present,most novice preschool teachers in rural kindergartens confused about teaching reflection,and they also find that their teaching reflection ability cannot meet the needs of their own development,which has become one of the main reasons that hinder their professional growth.This study took rural kindergarten novice teachers as the research object,then explored the ways of improving the level of their teaching reflection through the analysis of the current situation of their teaching reflection,thus promoting the professional growth of novice teachers in rural kindergartens.Through data analysis interviews and content analysis,it found that,the teaching reflection includes living activities,playing activities,teaching activities.In the ways of teaching reflection,novice teachers will take the initiative to seek peer mutual-aid reflection,and can take the initiative to seek the help of partners in the teaching reflection,but they do not pay attention to seek professional help,ignoring the professional leading teaching reflection;in terms of teaching reflection content,most of the novice teachers in rural kindergartens focus on educational activities and children’s action,among which educational activities are the main teaching reflection content of novice teachers,but they ignore the teaching reflection on their own professional role cognition and so on;In the level of teaching reflection,most of them are at the level of quasi-reflection,but there is a tendency to de-theorize,and the analysis of teaching reflection content is mostly based on their own subjective conjecture,lacking systematic theoretical support.Through interviews and further data analysis,the researchers found that some demographic variables,such as teaching age and educational background,would affect the reflective quality of teachers,while the management style,the degree of support and the management system of kindergarten for novice teachers would also affect it.In addition,the communication between parents and teachers in kindergartens,the feelings between them and the degree of consistency in the concept of home education will also affect the content of kindergarten teachers.In the end,some suggestions are put forward to improve the quality of teaching reflection.In the way of reflection,it should be guided by cooperative teaching reflection,and teachers actively seek to build a reflective community;and kindergartens should also seek opportunities through "one lesson more researches","on-the-job learning" and so on,to create opportunities for the novice teachers;the children’s family should use the we-chat to build the reflection group.In terms of teaching reflection contents,it believes that "core reflection" should be relied on to help novice teachers to conduct all-round teaching reflection from different perspectives in practical teaching by improving teachers’ understanding of their own professional roles.In the level of teaching reflection,teachers should take the initiative to construct it in combination with practice,kindergartens should also provide strong support for the "Theory with a capital t"construction of novice teachers by providing outdoor learning,professional books and other methods.At the same time,in order to help the teachers build the "Theory with a capital t",teachers and parents should strengthen communication.