Investigation And Research On Kindergarten Teachers' Learning Ability Under The ELLI Framewor

Under the background of lifelong learning,learning society and learning talents are gradually forming and developing,teachers must adapt to the background of the times to become learning teachers,and how teachers learn creatively and efficiently is a problem to be paid attention to and solved by learning in the field of education.The cultivation of learning ability and lifelong learning willingness has become the focus of researchers,and the learning ability of teachers is the key variable in the formation of individual learning consciousness and the occurrence of learning behavior,and is an important energy for teachers’ growth and professional development.This study sorted out the relevant research results of learning ability at home and abroad,and found that ELI(the Effective Lifelong Inventory),which is effective lifelong learning cataloguing,defines learning power as an ontological learning energy from the perspective of effective lifelong learning,and researchers have carried out relatively complete learning theory and applied research according to this framework,established a learning power theory model and applied it in many specific disciplines.Therefore,this study takes the division of learning power dimension in the ELI project as a theoretical reference,divides learning power into seven elements from the perspective of effective lifelong learning: change and learning,inquiry awareness,meaning construction,creativity,learning relationship,strategic awareness and psychological resilience,and defines it according to the professional identity characteristics of kindergarten teachers,establishes the performance indicators of the scale according to the connotation of each element,and constructs the "Kindergarten Teachers’ Learning Ability Questionnaire" as the measurement tool of this study.SPSS23.0 was used to analyze the current situation of kindergarten teachers’ learning ability through the collected data,and through in-depth interviews with kindergarten teachers,the influencing factors of preschool teachers’ learning ability were discussed and analyzed,and the conclusions are as follows:1.The overall score of kindergarten teachers’ learning ability and the scores in the seven structural dimensions were at the upper middle level,among which the strategic awareness and learning relationship scores were the highest and the best performers,and the lowest performance in the exploration awareness dimension was poor.There were significant differences in the learning ability of kindergarten teachers in demographic variables such as teaching age,age,educational background,and graduation major.2.In addition to the influence of demographic variables,the learning ability of kindergarten teachers is also affected by individual factors of teachers and external environmental factors.Teachers’ individual factors mainly include: learning motivation,learning emotions,learning styles,and self-management,and external environmental factors mainly include: work burden,learning opportunities and activities,and learning resources.Based on the above research conclusions,the following suggestions are put forward: clarify learning needs,form internal motivation,attach importance to reflection,deeply participate in learning,improve planning,improve learning efficiency,reduce pressure and burden,pay attention to teachers’ psychological conditions,cooperate and share,and build a learning community.