A Study On Strategies For Improving Reflective Ability Of Rural Kindergarten Teachers

The report of the Party’s 20th National Congress takes"Comprehensively promoting rural revitalization" as the focus of high-quality development,and the revitalization of rural basic education and personnel training is an important link in the journey of rural revitalization.In 2022,the No.1 document of the Central Committee proposed to "accelerate the construction of inclusive pre-school education resources in rural areas through multiple channels".The Party and the state attach great importance to the high-quality development of rural pre-school education in the new era.The development of high-quality rural preschool education cannot be separated from the support of the professional development of rural preschool teachers,and the professional development of rural teachers contributes to the cause of rural revitalization as well as the cultivation of rural revitalization talents.Under the background of the new era,reflection for rural preschool teachers is the talent training that must be attached importance in the journey of rural revitalization,but also connects with the important link of teachers’ professional development in self-improvement,and is a strong support to promote the development of high-quality rural preschool education.The reflective ability of rural preschool teachers is an important factor to improve the quality of rural basic education.Therefore,based on the background of the new era,this study conducted a current investigation and problem analysis on the reflective ability of rural kindergarten teachers,and constructed strategies to improve the reflective ability of rural kindergarten teachers,in order to provide suggestions for front-line rural kindergarten teachers to conduct teaching reflection.To be specific,the full text consists of four parts.Part Ⅰ:Introduction.First,discuss the origin of the research.That is to say,the background of the new era,the value of rural education quality and the practical needs of rural preschool teachers are discussed from three aspects,and then the core concept of this paper is defined.Secondly,literature review is made to analyze teacher professional theory and reflective theory.Finally,it explains the research content,ideas,methods,validity and ethics of this paper.Part two:The basic description of the development level of rural preschool teachers in A Garden.This paper adopts the case study method,and selects ten teachers of A kindergarten in Jiangsu Province as the research objects through purposeful sampling.By comprehensively using literature method,case method,participatory observation method and interview method,this paper focuses on teachers’ cognition and attitude towards reflection,content of reflection,path and method of reflection,and level of reflection ability to clarify and summarize the current situation of teachers’reflection in L1-L10.Part three:Analysis of the problems and attribution of the reflective ability of teachers in A village Garden.Through the current situation of the reflective ability of rural kindergarten teachers,this paper mainly analyzes the attribution from internal and external aspects.At present,rural kindergarten teachers’reflective ability appears in the process of practice,the reflection consciousness is relatively weak,the reflection content is not deep enough,the reflection method of various forms but the use of a single reflection effect is not good.The existence of these problems undoubtedly makes the effect of reflection on the professional development of rural preschool teachers greatly reduced.However,in the study of the current situation of rural preschool teachers’reflection,we should also see that there are rich and beneficial teaching reflection experience in those excellent kindergarten teachers,and these successful experiences can provide reference and help for general kindergarten teachers’ reflection.Part four:Strategies and suggestions to improve the reflective ability of rural kindergarten teachers.Based on the analysis of the current situation and the reasons,this chapter puts forward suggestions from the three levels of teachers,kindergartens and society.At the level of teachers,it is necessary to enhance the reflective consciousness of rural preschool teachers;Strengthen their own theoretical study,help reflection;Role change,from the executive-type teacher to the reflective teacher;Pay attention to the diversification of reflection methods,optimize the reflection effect;Learn from experienced and excellent teachers;Give teachers reflective feedback to improve the quality of education and teaching.At the kindergarten level,we need to create a relaxed,harmonious and pleasant reflection atmosphere;Actively cooperate with colleges and universities,experts lead in-depth reflection;Improve the management and evaluation system;Reasonable optimization of work tasks,to ensure the time and energy of teachers’ reflection.At the social level,material and even legal security should be provided,and the integration system of pre-service and post-service education and training for rural teachers should be improved by means of information technology,so as to enhance the reflective consciousness of rural kindergarten teachers.