Research On Strategies For Promoting The Professional Ability Of Inclusive Kindergarten Teachers

The quality of education is the lifeline of the development of various undertakings in China,and high-quality preschool education has become a practical requirement for the development of preschool education by the current public.Since 2010,the country and local governments have attached great importance to the development of preschool education and issued a series of policy documents.For example,at the national level,the Central Committee of the Communist Party of China and the State Council have issued "Several Opinions on Deepening the Reform and Standardizing the Development of Preschool Education",the General Office of the State Council has issued " Notice on Developing the Governance of Supporting Kindergartens in Urban Communities",and the Ministry of Education has issued "Quality Evaluation Indicators for Kindergarten Care Education" and other documents,The local government has issued documents such as the "Opinions on Implementing Actions to Improve the Quality of Basic Education",the "Implementation Opinions on Deepening the Reform and Standardized Development of Preschool Education",and the "Notice on the Governance Work Plan for Supporting Kindergartens in Urban Communities of Autonomous Regions" to ensure and promote the high-quality development of preschool education in China.From this,it can be seen that the development of inclusive kindergartens is increasingly valued from the national to local levels,and inclusive kindergarten teachers are the key to improving the quality of inclusive kindergarten education.Therefore,valuing the professional abilities of inclusive kindergarten teachers has important practical and theoretical significance for stabilizing the team of inclusive kindergarten teachers in China and improving the quality of inclusive kindergarten education.This article mainly includes the following aspects:Firstly,it is determined that the professional competence of inclusive kindergarten teachers includes seven aspects:the creation and utilization of kindergarten environment,education and teaching,organization and care of daily life,motivation and evaluation,support and guidance of game activities,reflection and development,and information technology application.Then,a survey was conducted on the current professional competence of inclusive kindergarten teachers in Z district of X city through literature review,interview,and questionnaire survey methods.The results showed that the overall professional competence of teachers in inclusive kindergartens in Z district of X city is above average,with uneven dimensions.Among them,teachers in inclusive kindergartens have high abilities in environmental creation and utilization,daily life organization and care,communication and cooperation,while they have higher abilities in supporting and guiding game activities,education and teaching,reflection and development,and information technology application.There are significant differences in the professional competence of inclusive kindergarten teachers in terms of Preschool teacher ’qualifications,types of inclusive kindergartens,and levels of inclusive kindergartens.Secondly,analyze the reasons for the insufficient professional abilities of inclusive kindergarten teachers in Z district of X city from three levels:the country,kindergartens,and teachers.Finally,strategies are proposed from different levels such as government and management departments,inclusive kindergartens,and inclusive kindergarten teachers themselves.In terms of management departments,firstly,expand funding investment in inclusive kindergartens,secondly,strengthen institutional guarantees for inclusive kindergartens,and thirdly,improve the quality of the teaching staff of inclusive kindergartens;In terms of kindergartens,firstly,cultivate a sense of teamwork among inclusive kindergarten teachers,secondly,vigorously improve the quality of inclusive kindergarten based teaching and research,and thirdly,use information technology to improve integrated teacher training;From the perspective of Preschool teacher themselves,first,establish the concept of Lifelong learning and constantly update knowledge reserves;second,strengthen knowledge learning ability and improve teachers’ professional level;third,strengthen self reflection ability and enhance teachers’ self-efficacy.