A Survey On The Status Quo Of Preschool Teachers Carrying Out Project Activities

Project approach is a teaching method that has attracted much attention in the preschool education circle in recent years.A wave of "project approach" is rushsing in kindergartens across the country.However,in the teaching practice,kindergarten teachers have a lot of confusion about the development and implementation of project approach,and it is difficult to promote.The purpose of this study is to understand the current situation of,kindergarten teachers carrying out project approach,to understand the problems existing in the implementation of project approach by teachers from the perspective of teachers,to analyze the causes and influencing factors,and on this basis,to put forward corresponding solutions and suggestions.The survey tools of this study refer to the theoretical resources related to project approach and formulate the contents of the questionnaire in combination with the open interview data.The questionnaire consists of three parts: the basic information of the respondents,the Kindergarten Teachers’ Promotion Behavior Scale(the four dimensions of the scale are: problem awareness,discussion and planning,exploration and verification,evaluation and transfer),and the Kindergarten Teachers’ cognition of project activities.A total of 544 valid questionnaires were collected in the form of electronic questionnaires among kindergarten teachers in Jiangsu.Statistics and analysis of questionnaire data through SPSS24.0,combined with the results of interviews,explore the current situation and influencing factors of project activities carried out by kindergarten teachers.Through the analysis of questionnaire data and interview results,the following conclusions are drawn: First,teachers recognize the value of project approach but lack in-depth cognition.Second,teachers do not get sufficient external support in project approach.Third,teachers’ subject experience and ability of reflection and evaluation affect the promotion of project approach.Fourth,factors such as teachers’ educational background,training opportunities and the nature of the kindergarten affect the promotion of project approach.Fifth,teachers recognize children as the main body in the concept,and multiple factors lead to too much dominance in the action.Based on the research conclusions,the following strategies can be adopted:First,teachers should enhance their learning awareness and have a deep understanding of the core concepts and connotations of project approach.Second,teachers should make good use of records to improve their ability of reflection and evaluation.Third,the kindergarten should conduct teacher training to form an effective teacher learning community.Fourth,the kindergarten should establish a multi-faceted support system conducive to the development of project approach.Fifthly,the establishment of "relationship" should be valued,and effective resultant force should be formed between the families and the kindergartens.