Professional Research On Family Education Guidance For Novice Teachers In Kindergartens

"Family is the first school of life.The character of life,the so-called variety of its Zong,mostly embryos in the family." With the promulgation of the Law of the People’s Republic of China on the Promotion of Family Education,the attention of family education has gradually expanded,from the initial "private matter" involving the family to the multi-participation "business",bringing up children in a scientific and legal way,making the traditional education concept out of line with the practical needs,so many parents urgently seek external family education guidance.Among them,the specialization of family education instructors is directly related to the quality of family education guidance services.Kindergarten teachers are the important guidance personnel for 3-6 years old children’s family education,the specialization of family education guidance is an important part of the professional development of kindergarten teachers,and the early career of teachers is the beginning of the professional development of family education guidance,so novice teachers face the dual challenges of work and their own development.In view of this,this study combined with the existing research,taking the novice kindergarten teachers and their class parents in the three cities as the survey objects,through questionnaire survey and interview analysis,the following conclusions are drawn:First,the overall level of novice teachers in family education guidance is good,but the development in all dimensions is not balanced.Among them,professional concept scored the highest,followed by professional ethics and morality,and professional knowledge and skills developed relatively weakly.Second,there are obvious differences in the specialization of family education guidance for novice kindergarten teachers in teaching age,professional background,holding the certificate of family education guidance,their own needs for family education guidance and giving individual guidance.Thirdly,the specialization of family education guidance for novice teachers in kindergartens has significant differences in the nature,professional title,assessment,training effect and parents’ attitude.Fourthly,there is no significant difference in the specialization of family education guidance for novice teachers in kindergarten in terms of gender,education background,age class,marital and fertility status,children’s relatives and teachers’ collective guidance.According to the research analysis,this study puts forward suggestions from the aspects of novice teachers themselves and external support to help the professional development of family education guidance for novice kindergarten teachers.Strengthen the internal support,promote the development of teachers themselves: establish a firm professional belief,pay attention to the combination of theory and practice;Build a stage growth model to meet their own development needs;Strengthen home communication and cooperation,enhance the trust degree of parents;Enrich the form of family education guidance,implement targeted guidance.Strengthen external support and guarantee the development of teachers:create an environment of humanistic care and build a learning support for the group of teachers and apprentices;Strengthen curriculum construction and connection,improve the professional quality of novice teachers;Standardize the professional qualification certification system and encourage novice teachers to apply for it actively;Increase the support and supervision of private garden,pay attention to the development of private garden novice teachers;Bring the family education guidance into the professional title evaluation,establish the reward mechanism of professional development;Bring the family education guidance into the professional title evaluation,establish the reward mechanism of professional development;Improve the organization of family education guidance institutions,establish supervision and examination system;To organize special training for family education guidance and improve the quality of teacher training.