Construction and Practical Verification of Professional Competence Development Mechanism for Preschool Education Teachers under Gamified Teaching Mode
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Abstract
Gamified teaching is a core orientation of current preschool education reform and places new demands on the professional competence and teaching ability of preschool education teachers. To address problems such as cognitive bias in gamification concepts, weak game design and development ability, insufficient observation and interpretation of children’s behavior, lagging teaching evaluation reflection, and incomplete professional development support, this paper constructs and verifies a professional competence development mechanism for preschool education teachers under a gamified teaching mode. Using literature research, questionnaire survey, in-depth interviews, and action research, the study defines the core connotations of gamified teaching, preschool teacher professional competence, and competence-development mechanisms, and analyzes the current status and causes of teachers’ professional ability challenges. Following the principles of targeted matching, hierarchical gradient, theory-practice symbiosis, closed-loop long-term operation, and multi-party collaboration, a five-in-one mechanism is constructed, consisting of demand diagnosis, hierarchical training, practical training, evaluation feedback, and collaborative guarantee. Practical verification shows that the mechanism can support teachers’ professional growth in game design, activity organization, child behavior observation, reflection, and teaching research within gamified preschool education contexts.
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