A Study On The Perspective Of High-Quality Teaching Activities Of Preschool Teachers In Different Professional Development Stages

The rapid growth of preschool education in China has put higher requirements for the quality of collective teaching activities in kindergartens.The professional developmental level of preschool teachers determines the quality of teaching activities.Teachers’ teaching behaviors are a function of teaching perspective.In order to improve the quality of kindergarten collective teaching activities,it is necessary to study the opinion of high-quality teaching activities of preschool teachers in different professional stages of development.Depending on the theory of teacher’s professional development stage,combined with the title and teaching age of the investigated teachers,this study divides preschool teachers into three professional development stages: novice teacher,mature teacher and an expert teacher.In this study,168 kindergarten teachers were investigated,13 kindergarten teachers were observed and interviewed in class to explore the perspective of high-quality teaching activities of preschool teachers in diverse professional development stages.Through the questionnaire survey,it is found that in terms of teaching preparation,novice,mature and expert teachers have significant differences in the perspective of teaching objectives,and there is no significant difference in the perspective of teaching content;in terms of teaching implementation,preschool teachers in the three stages have significant differences in the perspective of main teaching behavior and teaching management behavior,and there is no significant difference in the perspective of auxiliary teaching behavior;In terms of teaching materials,the quantity,type and safety of materials are the common values of teachers in the three stages;in terms of teaching evaluation,the evaluation focuses of teachers in the three stages are different.The results of qualitative research show that novice,mature and expert teachers have consistent and distinct perspective of high-quality teaching activities.The consistency is shown as follows: teaching objectives should be in line with children’s the zone of proximal development;teaching content should be based on children’s interests;pay attention to the achievement degree of objectives;pay more attention to knowledge and skill objectives than emotional objectives.The differences are as follows: novice teachers pay more attention to the successful implementation of the teaching plan;mature teachers pay more attention to the completion of the teaching plan while taking into account the changes of the teaching situation;expert teachers pay more attention to the changes of the children.Build on the research results,the factors that influence the perspective of highquality teaching activities of preschool teachers are discussed.The key factors are the teaching practice,the teaching experience of preschool teachers,the problem awareness of preschool teachers.In addition,the kindergarten teachers’ professional development of key people and things,the experience of practice guidance,the kindergarten culture will affect the perspective of high-quality teaching activities of preschool teachers.Based on this,the following suggestions are proposed to promote the development of high-quality teaching activities: from the perspective of preschool teachers,novice preschool teachers should accumulate experience in teaching practice;mature preschool teachers should conduct in-depth learning and reflection,and explore personal teaching characteristics;The expert kindergarten teacher should pursue the artistic quality of teaching activities.From the perspective of kindergartens,first,we must seize the zone of proximal development of preschool teachers and implement hierarchical training;second,we must improve the system of pairing teachers and students with previous ones.