Is this a reality? Where should the professional development of kindergarten teachers in secondary vocational schools go? Based on some survey data and my own observation and understanding, the author makes the following analysis:
First, look at the development prospects of kindergarten teachers in secondary vocational schools from the market demand of kindergarten teachers.
1, market demand analysis
(1) At present, the development of kindergarten teachers as a whole cannot be separated from kindergarten teachers in secondary vocational schools. According to the statistics of the Ministry of Education, in 2003, the proportion of teachers with high school education or below accounted for 59%. That is to say, at the beginning of 2 1 century, there are still more than half of preschool teachers in China who do not have the qualifications stipulated by the state. Although it has improved in recent years, half of the teachers have not reached college education or above, and the overall education of teachers in some areas has even declined. According to the investigation and analysis of the current situation of rural private kindergarten teachers in northwest China in 2007, 52% of the teachers are non-kindergarten teachers with technical secondary school education, and some teachers only have junior high school education. Another survey on the current situation of rural kindergarten teachers in Central China in 2007 showed that 78.27% of them graduated from normal schools, technical secondary schools and high schools, and 18.32% graduated from junior high schools. This shows that our secondary vocational kindergarten teachers still have certain competitive advantages, especially in some poor and underdeveloped areas, which need secondary vocational kindergarten teachers to supplement them. In developed areas, the graduates of kindergarten teachers in secondary vocational schools are also the protagonists. For example, pinghu city, Zhejiang Province, where the author is located, is an advanced county in preschool education in China. Although the education level of preschool teachers has been greatly improved, and college students play a leading role in kindergartens, many junior college students have graduated from kindergarten teachers in secondary vocational schools with their first education.
(2) The development of ethnic preschool education can not be separated from secondary vocational kindergarten teachers. The 17th National Congress of the Communist Party of China clearly pointed out that we should attach importance to preschool education and increase the enrollment rate of children. However, many poor and backward areas in China still need to build a large number of kindergartens, and these new kindergartens need a large number of teachers. In addition, many rural kindergartens and some informal private kindergartens have a high proportion of teachers and children. Some kindergartens have only one teacher in each class, and even there are no nurses in the whole kindergarten. Even in developed areas, the teacher-pupil ratio is very high, often above 1: 10, which is far from the developed countries' 1: 4 or 1: 5. Therefore, in the long run, a large number of kindergarten teachers are needed to improve the quality of preschool education in an all-round way, while the number of kindergarten teachers trained by universities in China is very limited, and college graduates often face cities and developed areas. Teachers in rural and private kindergartens still need secondary vocational kindergarten teachers to supplement them.
(3) Preschool education under the multi-garden-running system depends on kindergarten teachers in secondary vocational schools. At the end of the 20th century, due to the change of school orientation, a large number of private kindergartens came into being. The teachers of these kindergartens are mainly secondary vocational school graduates. The author once worked as a manager in a well-known private kindergarten in Shaoxing, Zhejiang Province. The teachers there were all secondary vocational students except a few famous teachers who graduated from kindergarten teachers. Famous gardens are still like this, not to mention some small private parks. Since 2 1 century, private kindergartens have mushroomed, and the level of these kindergartens is uneven. Based on the concept of economic benefit first, in order to reduce the cost of running a school, a large number of low-cost labor forces are needed, which is opening up the market for secondary vocational kindergarten teachers. For example, in Jiaxing, by the end of 2006, there were 39 kindergartens, of which only 3 were public kindergartens. In these kindergartens, more than half of the teachers are secondary vocational kindergarten teachers. In addition, due to the low wages and salaries in kindergartens and the large turnover of teachers, teachers need to be supplemented every year. Moreover, kindergartens generally adopt a competitive employment system and constantly update teachers every year. All of the above shows that the market needs secondary vocational kindergarten teachers graduates.
2. Analysis of students' learning needs.
Every year, there are still a large number of girls who urgently demand to study kindergarten teachers' major. For example, in a vocational school in Cangnan, Zhejiang, there are more than 200 students majoring in kindergarten teachers every year. In addition, there are Jinhua, Ningbo, Hangzhou and other regions in Zhejiang, and the students majoring in kindergarten teachers have always been very good. In pinghu city, Jiaxing, Zhejiang, where the author is located, there are two schools recruiting kindergarten teachers. One is Pinghu Normal School, which also recruits junior high school graduates, and recruits more than 200 students after passing the interview every year. The other is a vocational secondary school. If you don't take the means of marking papers and interviewing, there will be at least 100 students a year. Although these girls have various starting points for studying kindergarten teachers, this major is still very attractive to girls who like entertainment and dream of becoming teachers.
Therefore, in recent years, there is still a market demand for kindergarten teachers in secondary vocational schools, which should continue to exist and constantly improve their quality.
Second, reflect on the educational advantages and disadvantages of kindergarten teachers in secondary vocational schools from the feedback of graduates' quality.
On the one hand, the society still needs a large number of secondary vocational kindergarten teachers' graduates, while on the other hand, our secondary vocational kindergarten teachers' major does not feel the future of development. What's the problem? The author thinks that it is because the students we train can't meet the market demand, and our professional construction lags behind the needs of kindergarten reform and development. If you want to run this major well, you must listen to the market.
1, market feedback of secondary vocational kindergarten teachers graduates
In recent years, the author visited dozens of kindergartens and found that the basic evaluation of kindergarten teachers in secondary vocational schools is very unified. For example, a recent working meeting in our school can be said to be a microcosm of these opinions: on April 8, 2007, our school established the first "Kindergarten Teachers' Professional Practice Steering Committee", and 18 kindergarten directors and teachers attended the meeting. At the meeting, the current interns and previous graduates of our school were comprehensively evaluated, and the advantages were pointed out: dedication, hard work, initiative, strong hands-on ability and good professional ethics; But there are also many shortcomings, mainly including: poor professional skills, especially music skills, weak writing ability. These opinions are consistent with the information at the annual meeting of preschool education in secondary vocational schools in the province. The author discussed this issue with most teachers at the annual meeting, saying that secondary vocational school graduates have incomparable advantages over college students, such as being pragmatic, having a low starting point for finding a job, having a correct work attitude and cherishing job opportunities. However, they also have obvious shortcomings, such as not loving learning, poor professional skills and insufficient stamina for professional development.
2. Quality feedback analysis of secondary vocational kindergarten teachers' graduates
(1) Advantage analysis: First of all, secondary vocational schools generally attach importance to the educational concept and practice of "moral education first". Most students have developed good behavior habits at school, and got used to the busy life through some moral education measures at school, which laid a good foundation for adapting to the labor intensity and rhythm of kindergartens in the future. Secondly, vocational schools generally emphasize professional ethics education. First, through the moral education and cultural construction of the school, we should strengthen students' behavior norms, enhance students' labor consciousness, and make them develop good habits of being diligent and practical, which is the basis for becoming an excellent kindergarten teacher in the future; Secondly, through probation and practice, the emotional infiltration of professional teachers can stimulate students' yearning for this profession; Thirdly, through career planning and career design, students can clearly understand their own career connotation and establish lofty career ideals. When students' career ideals conflict with market treatment, they should be educated to be cautious about job-hopping from the interests of young children. Even if you want to quit your job, you should follow the characteristics of the school's work and not leave your job irresponsibly in the middle. Third, it comes from the infiltration in professional theory teaching. Due to the flexible employment mechanism in secondary vocational schools, there are generally one or two teachers with practical experience in kindergartens as professional theory teaching. These teachers can give emotional infiltration in teaching with their own practical experience, and combined with case analysis, make students feel that kindergarten teachers are a very sacred profession, children are so naive, and vivid examples make students full of yearning for kindergartens. Based on the teaching practice of kindergarten, this paper analyzes the quality requirements of this profession, so as to understand the profession of kindergarten teachers more comprehensively and guide students to pay attention to the cultivation of their professional ethics in time. Finally, it is because of the correct career guidance. In normal times, it is difficult for students to find jobs and make them cherish their jobs. In the face of fierce competition, vocational school students' mentality is more practical.
(2) Analysis of disadvantages: First, students were not strictly selected when enrolling students. Some secondary vocational schools can't choose because of the difficulty of enrollment, and the specialty of kindergarten teachers is special and needs a certain foundation. Music learning, for example, requires a certain talent and it is difficult to improve in just three years. Second, there is a shortage of teachers. Professional skills courses are basically taught in large classes, which is not enough for students to teach students in accordance with their aptitude and individual counseling. Naturally, students' professional skills cannot be effectively improved. Because of the shortage of teachers, professional theory courses are often deleted. Many secondary vocational schools have finished the courses of "Early Childhood Education" and "Early Childhood Psychology" in one semester, and some schools don't even learn the teaching materials and methods, so students can practice directly. Third, there is less time to practice skills. In order to attract students, secondary vocational schools often face employment and college entrance examination at the same time. Because students have to take the culture class in the college entrance examination to ensure the number of classes in the culture class, they also have to learn skills classes in many subjects. The class hours are very tight, the time for skill practice is limited, and the professional theoretical courses are not valued by the school, and they are not liked by students. The lack of these courses directly leads to the future development of students. Fourth, the ability to express words cannot be improved quickly. Many students have poor Chinese foundation, and there are many typos, and many people are not fluent in sentence expression. Therefore, in teaching, teachers often find it difficult to cook without rice. Fifth, there is little practical guidance for students. Most kindergarten teachers in secondary vocational schools let students go to kindergarten directly in the third year without follow-up guidance. A few secondary vocational schools do not have normal routine educational practices such as senior one probation and senior two educational practice, and students' theoretical study and practice are often out of touch.
Thirdly, from the perspective of the development demand of preschool education, this paper puts forward the reform strategy of professional education for preschool teachers in secondary vocational schools.
Judging from the market demand and employment feedback, the author thinks that if secondary vocational schools want to continue to run this major well, they must learn some practices of preschool education in colleges and learn to "adapt" and "lead". They should not only design their own curriculum standards and training plans to meet the needs of the market and the preferences of kindergarten users, but also lead the healthy development of the market and ensure the basic quality of preschool teachers. I think they can make appropriate adjustments in the following aspects:
1, accurately locate the culture target. Judging from the structure of preschool teachers in China, there are still a large number of gaps in preschool teachers, mainly concentrated in economically underdeveloped areas and rural areas. In addition, the diversified school-running system of kindergartens in economically developed areas has also greatly changed the structure of preschool teachers. Many private kindergartens have a serious loss of teachers and their treatment has declined, which needs secondary vocational kindergarten teachers to supplement them. Therefore, the talent training goal of kindergarten teachers' major can be positioned as: training future kindergarten teachers with excellent professional ethics, especially hard-working, certain skills and certain comprehensive development potential. Our main markets are some private and collective kindergartens in rural and urban areas.
2. Strictly check the enrollment of kindergarten teachers. This major is different from other majors in secondary vocational schools because of the particularity of cultivating talents and engaging in posts, and must be strictly controlled. First, strengthen the publicity before enrollment, so that more junior high school students can understand the connotation of this major and reduce the blindness in selection. Second, strengthen the interview, especially the art test, so that students' future skills learning can be guaranteed. Third, attract boys to apply. Male kindergarten teachers have many advantages that female kindergarten teachers can't compare with, and they are very popular in further studies and employment. However, many boys didn't understand this before entering the school, or had some misunderstandings about the specialty of kindergarten teachers, so that they were afraid to apply for this major. So we should hold some lectures or publicity to attract them to participate. Attracting boys to study this major is also conducive to the coordination of the gender ratio of the whole kindergarten teacher.
3. Supplement the professional teachers of kindergarten teachers and strengthen the construction of double-qualified teams. First of all, teachers should be supplemented for the professional skills courses of kindergarten teachers, so that students' skills courses can be taught in groups as much as possible to improve the quality of classroom teaching. Secondly, it is best to increase the number of double-qualified teachers, especially those with professional theory courses and practical experience in kindergartens. At present, secondary vocational schools are very short of such teachers. Generally, there is only one school at most, and the courses offered are limited to three studies and six methods, which is relatively lacking in the construction of students' theoretical knowledge and has certain disadvantages in one's professional theoretical teaching.
4. Strengthen students' practice and practical guidance. Create conditions as much as possible to ensure students' internship time, so that students' knowledge structure is more comprehensive, and they can learn declarative knowledge and practice procedural knowledge. Preschool teachers need procedural knowledge more. At this point, foreign kindergarten teachers do much better than our country. For example, in Denmark, in order to enable students to apply the professional knowledge of preschool education to practice and master the skills and techniques of educating young children, the training institute arranges 65,438+04 weeks for first-year students and 65,438+03 weeks for second-year students. In the third year, students spend the rest of their time visiting, investigating, understanding, evaluating and studying preschool education institutions and activities, except for 80 hours of courses. The United States pays special attention to cultivating students' various teaching skills through preschool education practice activities. In this respect, our country is very lacking, and our school is no exception. Therefore, how to strengthen communication with kindergartens, create conditions to offer more practice classes and increase practice time is the direction that secondary vocational schools should make long-term efforts. In addition to strengthening practice and ensuring practice time, we should also strengthen practical guidance. The author is studying this topic and finds that the development of students with practical guidance and students without guidance is completely different. In addition, strengthening practical guidance is also a direction of the development of national vocational education. This year, the Ministry of Education also issued relevant documents for graduation practice in secondary vocational schools.
5. Adjust the curriculum structure. The curriculum should be employment-oriented, reduce the class hours of culture, supplement the class hours of skills and increase the subjects of professional theory courses. At present, only learning three methods and six methods is not enough to improve students' professional quality. It can supplement some subjects such as children's literature and biology, expand students' knowledge and improve their knowledge structure. You can also learn from the training experience of some developed countries and add some elective subjects, such as children's sculpture, children's computer education, children's English education, special education, early education for 0-3 years old and so on. Expand students' employment, not only in kindergartens, but also in some primary schools, special education, early education parks and other educational institutions.
6. Try the flexible training system. According to the market demand, increase the short-term training of kindergarten conservation, improve students' academic qualifications, early education training, Montessori teaching method and other teaching methods training, kindergarten English teacher training, etc. Expand the horizontal development of preschool teachers' profession, keep close contact with colleges and universities, and strengthen the vertical development.
7. Strengthen vocational education. Many research data show that kindergarten teachers have serious job burnout, low professional identity and poor career planning. In order to make students develop healthily, secondary vocational schools should strengthen career education. According to the professional characteristics of kindergarten teachers, we regularly invite some experienced kindergarten teachers, principals, or graduated school sisters to return to school for exchanges; Combined with the characteristics of secondary vocational school students, targeted career planning and design will enable students to set clear short-term development goals and long-term development plans, and lay a good foundation for their orderly development in the future.
Finally, the author sincerely hopes that kindergarten teachers' major in secondary vocational schools can develop healthily under the concern of the society and the good communication and cooperation between schools and kindergartens, so as to cultivate more and better talents for the development of preschool education.