A Case Study On Teaching Reflection Of Rural Novice Preschool Teachers

Under the background of the strategy of rural revitalization,the high-quality development of rural kindergarten teachers’ profession will be conducive to the revitalization of rural preschool education.At present,due to the increasing proportion of new teachers and the growing demand for professional development,strengthening the construction of new teachers has attracted the attention of our government.Teaching reflection,as a key element to improve teachers’ professional development,has always been the focus of academic research.The existing researches on rural novice preschool teachers’ teaching reflection focused more on theoretical speculation and macro investigation,and achievements based on individual research were rare.Based on this,this research selected C teacher in X Kindergarten in N Village as an research case.And this research wanted to deeply investigate the contents,methods,types and levels of C teachers’ teaching,and the existing problems and causes are analyzed.The research found that C teacher had some problems.For example,weak awareness of teaching reflection,incomplete contents and single way.The reasons are mainly influenced by their own factors and external factors.The own factors are weak teaching reflection thinking and professional abilities,lack of teaching reflection experience and theoretical accomplishment.The external factors are closed atmosphere of research and studies,few training opportunities,low quality trainings,and lack of subculture of teaching reflection.As a result,this research will put forward suggestions from the perspectives of teachers,kindergartens and society.Firstly,we need to base on rural novice preschool teachers.We need to improve the endogenous power of teaching reflection,enhance theoretical literacy and professional ability,and flexibly use a variety of ways to carry out teacher reflections;Secondly,we need to base on rural kindergartens.We need to create good learning atmosphere,build a suitable kindergarten subculture,and improve the kindergarten training mechanism;Thirdly,we need to base on the society,builda professional development community for urban and rural teachers,create online learning platforms,and increase the training opportunities.