Research On The Problems And Countermeasures Of Kindergarten Teachers’ Observation Ability

With the promulgation of the guidelines for Kindergarten Education(Trial Implementation)and the guide for learning and development of 3-6-year-old children,the development of preschool education has attracted more and more attention,and the concept of child-centered education has been increasingly rooted in the hearts of the people.Meanwhile,the education mode that provides support for children’s behavior observation has gradually formed,and the observation ability has gradually become the core professional ability of teachers power.In order to meet the needs of physical and mental development and quality education in early childhood education,teachers should deeply understand and observe children,care about their behavior and guide them in time.The level of teachers’ observation ability not only affects the fairness and objectivity of teachers’ evaluation of children,but also has a profound impact on the career of preschool teachers in the long run.This study consists of five parts: the first part is the introduction,mainly including four contents.First of all,from the implementation of preschool education policy requirements,the relationship between teachers’ professional development and observation ability,and the status quo of preschool teachers’ observation ability development,this paper expounds the reasons why the author chose this topic.Secondly,the author combs and summarizes the relevant literature of this study,clarifies the starting point and thinking of the research,and expounds the theoretical and practical value and significance of this study again.Finally,the research is designed from three levels of research purpose,content and research method.The second part is mainly about the definition of the concept of this paper and the related theoretical basis.The third part is based on the results of the questionnaire survey and interview,from the observation attention ability,observation understanding ability,observation sensitivity ability,observation analysis ability are the dimensions to analyze the present situation of preschool teachers’ observation ability,and find out the existing problems according to the current situation,including teachers’ observation and attention ability is not concentrated,the level of understanding ability is low,teachers’ perception information errors,screening letter The validity of information is insufficient,and the authenticity and objectivity of analysis are insufficient.The fourth part mainly analyzes the causes of the problems of the kindergarten teachers’ observation ability from the two internal and external factors of teachers themselves and kindergarten.In the fifth part,according to the existing problems of kindergarten teachers’ observation ability,this paper puts forward some countermeasures to improve kindergarten teachers’ observation ability,including consolidating teachers’ own theoretical knowledge,stabilizing teachers’ observation attitude,forming good observation habits,and organizing professional training in kindergartens.