Research On The Current Situation And Promotion Strategies Of Preschool Teachers’ Collective Teaching Activity Design Ability

Preschool collective teaching is one of the basic organizational forms in our country’s preschool education activities,which has an important position and unique value in preschool education.The collective teaching activity design ability of preschool teachers,as a part of their professional ability,is a guarantee of the quality of preschool education and has an important impact on improving the quality of educational activities.Based on the theoretical basis of Walter Dick’s systematic teaching design and the design elements of collective teaching activities in preschools,this paper divides the structure of the collective teaching activity design ability of preschool teachers into six capacity dimensions.Taking38 preschools in eastern Shandong,central Shandong and Western Shandong as the research object,a total of 1000 preschool teachers and 158 cases of collective teaching activity design are selected.The literature research method,interview method,questionnaire survey method,and case analysis method were used to investigate the status quo of preschool teachers’ collective teaching activity design ability.Discover the existing problems and propose strategies to optimize development.The survey results show that the current status of preschool teachers’ collective teaching activity design ability is upper-middle level,and there are differences in abilities in various dimensions.Among them,teachers’ academic analysis ability and evaluation and reflection ability score the lowest.Combined with activity design cases and interviews,it is found that there are also some problems in its design ability.On the whole,preschool teachers have different knowledge and behaviors on the design of collective teaching activities,and insufficient attention is paid to improving teachers’ own activity design ability.Analyzed from various ability dimensions: lack of in-depth understanding of children,lack of thinking about the value of the activity;goal setting directly applies teacher’s book,goal expression is inaccurate;some teachers’ choice of content lacks life analysis,and some teachers’ choice of activity content lack of feasibility analysis;insufficient preparation of activities,meticulous and non-specific activities,inadequate use of family and community resources;inadequate linking of activity links,and excessively singular end-of-activity methods;difficulty in ensuring the diversity of evaluation subjects and the design of activities reflection is one-sided.The analysis results of one-way analysis of variance and independent sample T test show that preschool teachers’ teaching age,majors,educational backgrounds,and preschool level all have a significant impact on the design ability of preschool teachers’ collective teaching activities,while teachers’ gender,age,class,and nature of preschool,Urban and rural attributes,and the location does not have a significant impact on it.On the basis of current investigation and problem analysis,improvement strategies are put forward: First,the unity of knowledge and action,to urge teachers to self-improve the collective teaching activity design ability: to improve teachers’ awareness of collective teaching activity design,learning and practice,and development based on preschool teachers action research on the design ability of collective teaching activities,broaden the path of reflection,and improve the ability to reflect on teaching design,keep the problem consciousness and improve the analysis ability;second,integrate educational resources,and skillfully use external forces to enhance the design ability of collective teaching activities: build a preschool-family-society linkage education resource integration pattern,to create opportunities for exchanges and learning between different preschools,and to strengthen the effectiveness of the training on the design ability of collective teaching activities for preschool teachers,improve the evaluation standard of preschool teachers’ collective teaching activity design ability.