| Entering a new stage of development,China has fully implemented the rural revitalization strategy,focusing on promoting rural education revitalization.For a long time,the development of rural education in remote ethnic areas has always attracted the attention of the government and society.With the deepening of the understanding of the value of preschool education,the country has paid more and more attention to rural preschool education and has issued a series of policies to support its development.Improving the quality of rural preschool education,strengthening the construction of rural kindergarten teachers,and promoting teachers’ professional development have been mentioned to an unprecedented degree of importance.Learning power is an important driving force for teachers’ professional development,and having good learning power is the premise and foundation of their professional development.This research mainly adopts literature method,questionnaire method and field investigation method.Based on the characteristics of rural kindergarten teachers’ professional learning and development,the author constructs a model of rural kindergarten teachers’ learning power structure elements including four dimensions of learning motivation,learning ability,learning willpower,and learning innovation ability,as well as 17 secondary indicators;With the help of the author’s time and space to facilitate the teaching of rural kindergartens in Bijie City,Guizhou Province,468 valid questionnaires were distributed and recovered;Taking Bijie City as the fieldwork site,integrating into the local rural kindergarten teachers,closely observing their work and study status,and conducting in-depth interviews with 26 teachers,10 principals,and 5 leaders of local education management departments.The results of the study found that the overall level of learning power of rural kindergarten teachers in the southwest ethnic minority areas is not high,the learning ability is relatively good in the four dimensions,the willpower to learn needs to be strengthened,the learning motivation is insufficient,and the learning innovation is relatively lacking.Marriage,family residence,teaching age,professional background,establishment,professional title and educational background have significant effects on the four dimensions of rural kindergarten teachers’ learning power.The existing problems are as follows: insufficient internal driving force,"utilitarian" professional learning;difficulty in absorption and migration,lack of reflection and reciprocity;difficulty in continuous learning,the mental toughness is poor;innovative thinking is lacking,and professional learning is "shallow".In addition,the lack of learning power of rural kindergarten teachers is caused by both internal and external factors.Individual internal influencing factors of teachers: lack of learning goals,serious escape tendency,low professional identity,and common job burnout.External influencing factors: excessive extra burden,chaotic roles of teachers;insufficient resources for guaranteeing teachers,insufficient funding support;rare training opportunities,lack of learning resources;absence of learning organizations,collective teaching and research is a mere formality;insufficient attention is paid to preschool education,and teachers’ professional development lags behind.Based on this,the author believes that improving the learning power of rural kindergarten teachers in southwestern ethnic areas requires the joint efforts of the teachers themselves,the kindergarten,and the education management department.First,kindergarten teachers must clarify professional development goals and awaken endogenous learning motivation;establish an awareness of independent learning and strive to achieve professional awareness;deepen the professional identity of preschool education and adhere to the original intention of rural education;promote individual deep learning and promote reflection on the practical process;adhere to problem orientation Learn and be brave in innovative teaching activities;master psychological adjustment strategies to relieve rural work pressure;strengthen self-learning management and implement the concept of lifelong learning.Second,the kindergarten organization level should improve the leadership of the principal and create a good learning atmosphere;build a professional learning community and strive for cooperative and mutually beneficial development;pay attention to the learning status of teachers and provide positive emotional support;enrich the learning resources of the kindergarten and encourage progress in innovation and application.Third,the education management department needs to increase the financial investment in rural kindergartens and increase the supply of learning resources for rural kindergartens;reduce the workload of teachers and ensure independent learning time;improve the learning incentive mechanism and focus on the evaluation of the development process;pay attention to the post-employment development of teachers and diversify regular training on demand. |
