贫困地区农村幼儿教师专业成长的现状、问题及对策（The status quo, problems and Countermeasures of preschool teachers professional growth in rural areas of poor areas）.doc

贫困地区农村幼儿教师专业成长的现状、问题及对策（The status quo, problems and Countermeasures of preschool teachers professional growth in rural areas of poor areas） Professional rural preschool teachers in poor areas the growth situation and problems of home | English | Chinese | site map | Education Forum Journal of | 0-3 years | attention focus on the western rural scientific parenting | CETV childrens program | children will be in the reading room Chinese | news | preschool education consultation | Research Association The research will | professional development work | research | kindergarten curriculum and teaching | career development and management of | games and toys | children health education and family education teacher | | community The foreign preschool childrens development overview | The status quo, problems and Countermeasures of preschool teachers professional growth in rural areas of poor areas [Abstract] the professional identity of kindergarten teachers in poor areas is in good condition, but there are many problems in the degree of specialization, education, teaching, teaching and research, home cooperation and so on. Stabilizing the teaching staff, increasing input, improving the conditions for running schools, expanding publicity, changing the concept of evaluation and carrying out post job training in various ways are effective ways to promote the professional growth of rural preschool teachers in poor areas. Rural education; rural preschool teachers; professional growth of Teachers First, the problem raised Some studies have pointed out that there are some major problems such as low educational background, poor job evaluation and poor treatment in rural young teachers in china. Some scholars have also made special investigations on the teachers in rural private kindergartens in the Northwest china. For Rural Kindergartens in poor areas, there is still a considerable gap between the level of teachers and the rural areas in developed areas. The professional quality o