At present, with the increasing emphasis extent on preschool education in China, preschool education gradually moves from the edge to the center in the entire national education system. And the professional development quality of preschool teachers is the key link and important path for the quality of preschool education development. Take the literatures on the research on professional development of preschool teachers collected by China National Knowledge Infrastructure as samples. The research topics are focused on the four fields of preschool teachers’ professional development, including connotation, professional standards, influencing factors and strategies, and making an in-depth analysis of the research status of the professional development of preschool teachers in China. However, at present, there are still some deficiencies in the research on the professional development of preschool teachers in China. First, the theoretical research on preschool teacher professional development is still shallow, and it still needs to learn from foreign research results. Second, the professional standards of preschool teachers are not strong adaptability, whose operabil-ity is still needed to improve. Third, there is a lack of empirical basis for re-search on influencing factors of preschool teachers’ professional develop-ment; it is urgent to strengthen quantitative research. Fourth, the strategy research of preschool teachers’ professional development lacks practicality, so it is urgent to enhance the effectiveness of research.
Li, Y.J. (2010) Professional Development of Preschool Teachers from the Perspective of Constructivism. Education Exploration, 4, 93-94. http://www.wanfangdata.com.cn/details/detail.do ?_type=perio&id=jyts201004041
Xu, X.L. (2008) Research on Preschool Teachers’ Professional Development from the Perspective of Ecology. Master’s Thesis, Shandong Normal University, Jinan. http://kns.cnki.net/kns/brief/result.aspx?dbPrefix=SCDB
Yu, F. (2015) Research on Professional Development of Preschool Teachers Supported by Information Technology—Take the Kindergarten-Based Teaching Research of Information Technology Support “Observation and Evaluation of Children’s Mathematics Learning” as an Example. PhD Thesis, East China Normal University, Shanghai. http://kns.cnki.net/kns/brief/result.aspx? dbPrefix=SCDB
Wang, S. (2017) Research on Current Situation and Promotion Strategies of Kindergarten Teachers’ Professional Development in Nanshan District of Shenzhen City. Master’s Thesis, Shenzhen University, Shen-zhen. http://cdmd.cnki.com.cn/Article/CDMD- 10590-1017812131.htm
The Ministry of Education of the People’s Republic of China (2012) Notice Concerning the Issuance of “Professional Standards for Kindergarten Teachers (Trial)”, “Professional Standards for Primary School Teachers (Trial)” and “Professional Standards for Middle School Teachers (Tri-al)”. http://www.moe.gov.cn/srcsite/A10/s6991/ 201209/t20120913_145603.html
Peng, B., Di, A.N. and Lu, C.S. (2011) Exploration and Consideration of Regional Professional Standards for Preschool Teachers—Taking the Compilation of Professional Standards for Preschool Teachers in Wuhan as an Example. Studies in Early Childhood Education, 3, 25-29.
Yang, F.L. and Zhang, Y. (2014) The Role of Preschool Teacher under the Positioning of “Professional Standards for Kindergarten Teachers”. Education Exploration, 8, 101-102. http://www.cqvip.com/QK/80055X/201408/661912975.html
Yang, X.P. and Yin, J. (2005) Analysis on the Factors Affecting the Professional Development of Preschool Teachers in the Development of School-Based Curriculum. Studies in Early Childhood Education, 4, 49-51.
Chen, J.J. (2007) A Study on the Kindergarten Environmental Factors Affecting Preschool Teachers’ Professional Development. Master’s Thesis, Guangzhou University, Guang-zhou. http://www.wanfangdata.com.cn/details/detail .do?_type=degree&id=Y1160935
Ji, H.H. (2010) A Study on the Motivation of Preschool Teachers’ Professional Develop-ment and Its Influencing Factors—A Case Study of Some Preschool Teachers in Henan Province. Master’s Thesis, Henan University, Zheng-zhou. http://cdmd.cnki.com.cn/Article/CDMD-10475-2010154887.htm
Song, S.T. (2008) Current Situation and Countermeasure of Preschool Teachers’ Professional Development in Ethnic Minority Areas. Master’s Thesis, Southwest University, Chong-qing. http://cdmd.cnki.com.cn/Article/CDMD-10635-2008092666.htm
Chen, S. (2010) A Study on the Ways of Professional Development of Rural Preschool Teachers in Central China—A Case Study of Changyuan County, Henan Province. Master’s Thesis, Hunan Normal University, Changsha. http://cdmd.cnki.com.cn/Article/CDMD-10542-2010126905.htm
Deng, Z.J. (2014) Classified Promotion Strategies of Preschool Teachers’ Professional Development Based on Different Kindergarten Running Systems. Journal of the Chinese Society of Education, 5, 91-94.
Patiman, C. (2014) Current Situation, Problems and Countermeasures of Preschool Teachers’ Professional Development in Urumqi. Master’s Thesis, Shaanxi Normal University, Xi’an. http://xueshu.baidu.com/usercenter/paper/show? paperid=e5c044d3b22a645d850f82e52bbb9d38& site=xueshu_se&hitarticle=1
Yan, H. (2017) Research on the Professional Development Path of Non-Compiled Preschool Teachers—Taking Z District of Ningbo City as an Example. Master’s Thesis, Ningbo University, Ning-bo. http://xueshu.baidu.com/usercenter/paper/show? paperid=29d217bf748607ecf1e81ffe59c8d494& site=xueshu_se