Research On The Status Quo,Problems And Promotion Strategies Of Kindergarten Teachers’Professional Literacy Under The Government-Led Collective Kindergarten Operation Mode

In recent years,following the pace of the times,China’s preschool education has developed by leaps and bounds under the attention from government,and the demand for preschool education of the majority has gradually changed from simply building enough kindergartens to the demand for high-quality preschool education.The number of preschool teachers,who are the core of high-quality preschool education,has also been growing and developing.The implementation of Kindergarten teacher professional standards,as the threshold for the entry of preschool teachers,has standardized and professionalized the occupation of preschool teachers.In this context,more and more people began to do research on preschool teachers from the aspects of professional development backgrounds,professional quality structure,content and approach of preschool teachers,also some scholars paid attention to the current situation of professional quality of rural preschool teachers and private preschool teachers.Systematic theories on professional development of preschool teachers have been formed based on the previous studies.In order to realize the balanced development of regional preschool education,shorten the gap between urban and rural areas,and promote educational equity,the government-led preschool education group model has emerged in various places.Therefore,it is a new perspective to study the professional quality of preschool teachers under this model.This study takes the group kindergarten run by the Z municipal government of Guizhou Province as an example,and randomly selects 484 first-line preschool teachers in the group as research sample.Questionnaire and interview methods are adopted to study the professional literacy status of preschool teachers in the group kindergartens,and try to solve the problems encountered during the process.On the basis of the existing researches,the questionnaire were compiled according to the Kindergarten teacher professional standards,with a total of 67 questions ranged from five first-level dimensions(including professional spirit,professional concept,professional knowledge,professional ability and professional independent development of preschool teachers)and another 20 second-level dimensions.The group leaders,kindergarten principals and preschool teachers are interviewed about the professional literacy of preschool teachers.After the questionnaire survey,SPSS22.0 were applied for descriptive statistics and divergence analysis.Here are several problems found in group kindergarten mode: Firstly,the whole structure of preschool teachers is younger,their professional literacy development is unbalanced.They still lack certain professional knowledge,professional ability development,and a good consciousness of self development.Secondly,in terms of the professional qualities of preschool teachers in the Group,their spirit of advancement is not good,they lack general knowledge,and they lack clear professional independent planning and professional independent learning awareness.Thirdly,compared with teachers of other ages and titles,the life-loving spirit of senior teachers and teachers with high professional titles is relatively backward.Finally,the professional identity of novice teachers is lower than that of other age groups.Based on the above problems,The following solutions are proposed according to the existing researches on the promotion strategies of teachers’ professional quality and the theory of human development ecology: Firstly,strengthen the "group" in the group,give full play to the leading role of the group park,and put the teaching and research training of preschool teachers into practice.Secondly,we should make good use of the network of community,group,kindergarten and family,and make full use of social resources to smooth the growth of preschool teachers.Thirdly,Standardize the system of the group,establish and improve the training system of preschool teachers with group characteristics.Fourthly,Reduce the administrative work and formal inspection work brought about by the group to run kindergartens,so as to reduce the pressure on preschool teachers in the group and provide help for the improvement of professional quality.Finally,Each group kindergarten,according to its own characteristics and development trajectory,establishes a group culture with localization,regionalization and characteristics,and forms a learning community for group preschool teachers,Emphasis on the comprehensive and harmonious development of preschool teachers’ professional quality,Note the needs of preschool teachers’ professional development in different stages,Targeted to improve the professional quality of preschool teachers to solve problems.