I. Ways to enhance the professionalism of rural kindergarten teachers
(1) Strengthening the construction of teacher ethics and enhancing the personality quality of teachers
The personality quality of teachers is the high degree of unity and concentration of their knowledge, ability, emotion, will and moral character. In order to enhance the personality quality of teachers, we have carried out lectures, forums and practical activities at different levels and in different forms according to the actual situation of teachers in each experimental garden.
1. Opening targeted lectures and forums
We have opened a series of targeted lectures according to the growth needs of teachers in each experimental park. For example, according to the needs of new teachers, organized a "be a teacher with career aspirations" special lecture, to help new teachers to re-understand the duties and content of the position, to form a sense of professional identity: according to the situation of professional burnout of mature teachers, opened the "let the cause of education dynamic According to the professional burnout of mature teachers, a special lecture was held on "Energizing the Educational Career" to help mature teachers get out of the burnout period; according to the needs of the teacher moral construction work, the Shanghai Municipal Early Childhood Education Master Teachers were invited to give a special report on "Walking with the Life and Mission", so as to let the teachers get enlightenment from the educational thoughts and teaching practices of the master teachers, and to stimulate their own enthusiasm and power for education.
At the same time, the experimental parks also opened a variety of forums. Some kindergartens conduct monthly online thematic forums based on the growth needs of middle-level cadres, such as "Education is no small matter, teachers are no small matter" and "Teacher's moral construction of my opinion". Some kindergartens have organized theme forums on "The Bow That No One Sees" in conjunction with Teachers' Day and Women's Day to help teachers understand the importance of teacher etiquette and the need to improve their manners. Teachers recognize the importance of teacher etiquette and the seriousness of professional discipline.
2. Carrying out a variety of activities
We have carried out a variety of activities centered on the improvement of the personality quality of rural kindergarten teachers. At the regional level, the first Pudong New Area Education Department "love and dedication to the teacher moral standard-bearer" selection activities, emerging a number of new rural kindergarten teachers teacher moral model: organized a "Department of love, the heart of education," "love of the Dedication" as the theme of teacher moral speech, teacher moral forum activities, for rural teachers to provide a platform for emotional communication and exchange of ideas collision. At the kindergarten level, the experimental parks have also carried out activities to build teacher ethics, such as kindergartens advocating "love and dedication, dedication" spirit, in the form of stories written and exchanged "good people around me", digging for advanced deeds. Some kindergartens held a "love and dedication, teaching and educating" teacher speech contest, carried out a "teacher love, teacher soul" teacher moral motto collection activities. Some kindergartens in the process of strengthening the construction of teacher morality, carried out "I add color to the kindergarten", "care for the wings of angels", "I'm proud, I am a kindergarten teacher" and other series of thematic activities. These activities stimulate teachers' awareness of their responsibilities. These activities stimulate teachers' sense of responsibility and professional identity, and become an effective way to promote the overall level of kindergarten teachers' morality.
(2) Focus on training and teaching and research to improve teachers' knowledge and competence
Kindergarten teachers' professional knowledge and professional competence refers to the theoretical knowledge, practical knowledge and practical ability necessary for teachers to engage in pre-school education and teaching work. We mainly enhance the knowledge and ability literacy of rural kindergarten teachers through a variety of training and teaching and research activities in a planned, targeted and step-by-step manner.
1. Regional training to enrich teachers' knowledge of educational theories
Theoretical knowledge of education is the necessary expertise for every teacher. According to statistics, rural kindergarten teachers are generally "teachers receive systematic pre-service teacher training in the number of small, generally lack of knowledge of educational theory". Therefore, we create all kinds of learning opportunities for teachers and encourage them to actively participate in the higher level of teacher training. As a result of our efforts, many teachers in our experimental gardens have not only obtained college or undergraduate certificates in teacher training, but have also received systematic training in educational theory and acquired the appropriate theoretical knowledge of education. In addition, we also encourage teachers to participate in various types of educational professional theory training at all levels, such as the Pudong Institute of Educational Development of the "backbone of educational research training courses", to understand the implementation of educational research methods, approaches and strategies for rural kindergartens to carry out practical research to accumulate knowledge and experience.
2. Garden-based training to solidify teachers' educational expertise
The full implementation of Shanghai's second-phase curriculum reform has broken the traditional concepts of education and teaching methods, and teachers must re-examine the previous concepts of curriculum and education, and strengthen professional knowledge. To this end, we require each experimental garden according to the situation and the actual needs of the garden to develop "garden-based training program", planned and purposeful professional knowledge training for teachers to enhance the professional knowledge of teachers. For example, some kindergartens have set up "non-professional teachers' professional development garden-based training group" for the characteristics of many new teachers and non-professional teachers in the garden, and opened the "Teacher's Grooming", "Planning and Recording Lectures on topics such as "Teachers' Grooming", "Planning and Record Keeping", "Ideals, Beliefs and Values" and "Parents' Work" were organized to enhance the professional knowledge of non-professional teachers. Some kindergartens have adopted the form of "telling stories in teaching" in their kindergarten-based training, allowing teachers to ****together interpret the behavior of young children, analyze the needs of young children, and ****together discuss education and teaching strategies, so as to enhance the level of teachers' interpretation of young children and guidance for young children. Some kindergartens carry out high-density, multi-level garden-based training, so that each teacher receives a certain amount of information and learning content during the training period to help teachers open their minds and change their educational concepts.
3. Garden-based teaching and research to enhance teachers' professional skills
In order to better utilize the value of garden-based teaching and research on the enhancement of teachers' professional skills, we require experimental kindergartens to increase the efforts of garden-based teaching and research to enhance the quality of garden-based teaching and research and to organize open garden-based teaching and research activities. In this process, we focus on doing the following three points:
One is to guide teachers to reflect on their own teaching behavior. Kindergarten teachers in the long-term practice is easy to form thinking stereotypes, often not aware of their own successful practices and experiences, and can not be summarized and refined in a timely manner. The reason for this is that individual teachers have not formed a sense of reflection, and secondly, there is still a lack of reflective atmosphere in the collective. Therefore, we organized a seminar on the topic of "Reflection - a booster for teachers' professional growth" to let teachers feel the value and power of reflection through a vivid case. Immediately following this activity, the experimental parks have carried out "I reflect, I grow", "reflection + practice = growth", "now you learn to reflect" and other types of practical seminars.
The second is to advocate exchange and mutual assistance among teachers. Teachers generally believe that cooperation and communication among teachers is one of the most effective ways to improve teaching ability. In the survey, we also found that many teachers encountered this or that kind of tricky problems in teaching strategies and teaching methods, but did not know how to solve them. In this regard, we advocate that the experimental gardens will be teachers encountered problems to organize and summarize the classification, sorting out the teachers generally feel confused about the problem, and organizing the experimental gardens to focus on the garden-based teaching and research, combined with the garden's teaching cases and video materials, teachers can **** with the best way to explore solutions to the problem.
Thirdly, professional support is provided. The impact of factors such as teacher employment, evaluation, and teaching load, many rural kindergarten garden-based teaching and research activities are more formal, and collective lesson planning is even more of a paper exercise. Teachers are so busy with their teaching business that it is difficult for them to find time to study education and teaching theories. Lacking the guidance of advanced education theories, they can only repeat themselves at the same level. Therefore, we combine the current major issues, hot issues and difficult issues in the reform and development of teacher education and basic education, study the objective law of teacher growth, and provide professional support for experimental parks and teachers in the form of scientific research results. In addition, we invite teachers and professionals engaged in pedagogy, psychology, pedagogy and educational research to go deep into the experimental gardens and carry out research and service activities to provide professional support for kindergarten-based teaching and research.
Two strategies to enhance the professionalism of rural kindergarten teachers
(I) Self-help strategy
The self-help strategy means that teachers choose their own learning content according to their own strengths or weaknesses and build on their strengths to compensate for their weaknesses. In applying this strategy, we focus on letting teachers with strong abilities "jump" to get a bigger promotion; letting teachers with weak abilities "learn" to increase their knowledge and ability. For example, the experimental park teachers who are good at language teaching, will independently choose "Ying Caiyun picture book teaching" training courses; good at mathematics teaching teachers, choose the special teacher Li Xinyi training center "early childhood mathematics practice research class" learning; good at scientific research teachers Teachers who are good at scientific research participate in scientific research training courses at the city and district levels. According to the situation that non-teacher training teachers in rural kindergartens are generally weak in professional skills, the Experimental Park has also established "specialty teacher workshops", such as "Ma Xiaohong Piano Workshop", "Zhu Lihua Storytelling Workshop "Cai Cuihua Painting Workshop", "Zhang Yuqing Dance Workshop", "Lu Mei Preparation Workshop" and so on. The establishment of the workshops builds a platform for the professional growth of a group of teachers with specialties and creates learning opportunities for teachers in need of professional improvement. The self-help strategy makes teachers' strengths more prominent and realizes that teachers are stronger and not weaker.
(2) Epiphany strategy
The epiphany strategy refers to the same teaching activity, the teacher repeated activity design, organization, in the process of trial and error in the process of comprehending the method of activity design, as well as questioning and questioning, responding to and improving the strategy. For example, during the "One Lesson, Three Studies" teaching seminar, teachers will often revise a lesson plan repeatedly on the basis of practice, repeatedly refine the formulation of questions, and anticipate a variety of responses from the children, so as to make the lesson plan a detailed plan with standardized text. After the "three studies of one lesson", teachers often put forward new confusions and suggestions, and the teacher will make further adjustments. Through this process of repeated refinement, teachers can really get development.
(C) guided strategy
Guided strategy is reflected in two aspects: First, the system to guide, that is, relying on the system to maintain the effective operation of all kinds of activities, so that the system to become a kindergarten development and teacher training to ensure that, in practice, we downplayed the "administrative instructions, rigid constraints, the absolute evaluation" of the external pressure management, strengthened the "administrative instructions, rigid constraints, absolute evaluation" of the external pressure management, and strengthened the "administrative instructions, rigid constraints, absolute evaluation" of the external pressure management. To this end, we have downplayed the "administrative instructions, rigid constraints, and absolute evaluation" in practice, strengthened the awareness of "relying on the grassroots, through the grassroots, and accomplishing the grassroots", and endeavored to highlight the characteristics of "respecting differences, guiding and motivating, and providing services and support"; secondly, the guidance is categorized, i.e., according to Hueberman's classification of the teacher's professional career into the period of entry, The second is classified guidance, that is, according to Huberman's division of teachers' careers into seven periods: entry period, stabilization period, experimentation and divergence period, revaluation period, calmness and estrangement period, conservatism and complaining period, and retirement period, we have strengthened the guidance for teachers of different ages, types and stages of development in the experimental park, so that each teacher can give full play to his or her greatest strengths.
After more than three years of repeated practice, our exploration has achieved obvious results, the quality of teachers in the experimental park has been improved as a whole, mainly manifested as follows: the teachers' sense of professional identity has been greatly enhanced, there has been a major shift in professional attitudes, and the formation of a good moral cultivation of teachers and personality qualities; the teachers' professional knowledge and professional skills have been significantly improved and professional self-confidence has been established to form a mutual support, Mutual Learning Learning **** the same body. The improvement of teachers' professionalism has activated the education and teaching of the experimental parks, which has greatly improved the overall level of the five rural kindergartens and promoted the connotation development of kindergartens.