A Survey On Competency Level Of New Teachers In Inclusive Kindergartens In Guangxi

Inclusive kindergarten is the key to solve the problem of difficult and expensive admission for school-age children.Its development requires a large number of preschool education workers to invest in inclusive kindergarten work.Kindergarten teachers shoulder heavy responsibility for the development of early childhood education in our country,which is very important to promote the lifelong development and healthy growth of young children.New inclusive kindergarten teachers at the early stage of their career development have more room for development compared with teachers at other stages of development.Therefore,it is particularly important for the development of preschool education to adopt corresponding strategies to promote the competency level of inclusive kindergarten new teachers.In this study,a self-compiled questionnaire,Competency Survey for New Teachers in Inclusive Kindergartens,was used to investigate the status quo of 358 new teachers in11 inclusive kindergartens in Guangxi,and 12 new teachers in inclusive kindergartens and 2 principals of inclusive kindergartens were randomly selected for in-depth interviews.According to the statistical and interview results of SPSS,Analyze the existing problems of inclusive kindergarten new teachers.The research shows that:(1)The overall competency level of new teachers in inclusive kindergartens is not balanced,and the scores from high to low are:educational attitude,operational and organizational ability,learning ability,professional knowledge,communication and teaching and research ability.(2)In the demographic analysis,the overall score of women is higher than that of men;New teachers with master’s degrees are more competent;There was no significant difference in competence between new teachers who majored in preschool education or not.(3)The existing problems of new inclusive kindergarten teachers include:weak game guidance ability,inflexible teaching activities,poor communication at home,and weak concept of "inclusive".(4)The attribution of the problem is mainly divided into internal and external aspects.The internal reasons are the lack of teachers’ subjective initiative and weak professional ability.The external reasons are the serious stereotyping of the learning style of "bringing the old with the new",the passivity of teachers’ career choice and the limited learning opportunities provided by the kindergarten.In view of the above problems,the corresponding promotion strategies are put forward: first,the new teachers of inclusive kindergarten should change the stereotype and mobilize the enthusiasm;The second is to learn lifelong learning,improve professional degree;Third,optimize teaching activities and enhance interest.For training units,it is necessary to update the learning methods of new teachers,enrich the learning resources of new teachers,enhance the diversified development opportunities,and optimize the quality of pre-service education.