4.2.1 教师现代信息技术素养参差不齐现代信息技术在幼儿园管理中的应

4.2.1 教师现代信息技术素养参差不齐<br>现代信息技术在幼儿园管理中的应用除了受到幼儿园管理人员的影响，更是依靠庞大的幼儿园教师队伍，她们也是现代信息技术落到实处的强大推动力。信息技术的介入需要教师不断学习尝试各种接连不断的新型技术，使用它来制作教育教学资源。除了教育教学方式发生变动外，业务管理方式也产生了变化。这种种变化都要求教师不断学习提高素养。大多数访谈者们表示，幼儿园鼓励教师自学，但是教师们的工作涵盖内容太多，除了正常的教育教学工作以外，她们不仅要自己学会信息技术操作流程，还得给家长培训，精力有限，很少有教师有时间和气力研究此类问题。并且每个教师信息技术的接受度不同，学习后吸收的知识和掌握的能力又各有千，所以出现了教师现代信息技术素养参差不齐的境遇。<br>4.2.2 培训不足<br>（1）人员培训质量不优。一方面，培训次数少。培训次数从侧面表现出教育部门的重视程度，是影响幼儿园管理者培训质量不可或缺的要素。另一方面，培训内容少。培训内容是整个培训过程的核心，能调动参训对象的积极性并一定程度上帮助其解决工作中的困难，完善自身不足。（2）人员培训效果不显著。纵然管理者们意识到了现代信息技术在管理中的积极影响，但在实际应用过程中无从下手，适时适当地对其进行培训是非常必要的。培训效果与培训内容掌握程度成正比，而培训的有效性是信息素养提升的前提条件，培训内容掌握好，则培训效果好，信息素养提升快。但现实存在培训收获小，耗时耗力的现象。

4.2.1 teachers' modern information technology literacy is uneven<br>The application of modern information technology in kindergarten management depends not only on the influence of kindergarten managers, but also on the huge team of kindergarten teachers, who are also a strong driving force for the implementation of modern information technology. The intervention of information technology requires teachers to constantly learn and try various new technologies and use them to make educational and teaching resources. In addition to changes in education and teaching methods, business management methods have also changed. All these changes require teachers to keep learning and improve their literacy. Most interviewers said that kindergartens encourage teachers to study by themselves, but teachers' work covers too many contents. In addition to normal education and teaching work, they not only have to learn the operation process of information technology by themselves, but also have to give parents training. Their energy is limited, and few teachers have time and energy to study such problems. And each teacher's acceptance of information technology is different, and the knowledge and ability to master after learning are different. Therefore, the situation of teachers' modern information technology literacy is uneven.<br>4.2.2 insufficient training<br>(1) The quality of personnel training is not good. On the one hand, the number of training is less. The number of training shows the importance of the education department, which is an indispensable factor affecting the training quality of kindergarten managers. On the other hand, there are few training contents. The training content is the core of the whole training process, which can mobilize the enthusiasm of the participants, help them solve their difficulties and improve their own shortcomings to a certain extent. (2) The effect of personnel training is not significant. Although managers are aware of the positive impact of modern information technology in management, they have no way to start in the process of practical application. It is very necessary to train them timely and appropriately. The training effect is directly proportional to the mastery of the training content, and the effectiveness of the training is the prerequisite for the improvement of information literacy. If the training content is mastered well, the training effect is good and the improvement of information literacy is fast. However, in reality, the training harvest is small and time-consuming.

4.2.1 Teachers' modern information technology literacy is uneven. The application of modern information technology in kindergarten management is not only influenced by kindergarten administrators, but also depends on a huge team of kindergarten teachers, who are also a powerful driving force for the implementation of modern information technology. The intervention of information technology requires teachers to constantly learn and try various new technologies, and use it to make educational and teaching resources. In addition to the changes in education and teaching methods, business management methods have also changed. All these changes require teachers to constantly learn and improve their quality. Most interviewees said that kindergartens encourage teachers to study by themselves, but teachers' work covers too much. Apart from normal education and teaching, they not only have to learn information technology operation procedures by themselves, but also have to train their parents. Their energy is limited, and few teachers have the time and strength to study such problems. Moreover, each teacher's acceptance of information technology is different, and after learning, the knowledge absorbed and the ability to master are different, so there is a situation that teachers' modern information technology literacy is uneven. 4.2.2 Insufficient training (1) The quality of personnel training is not good. On the one hand, the training frequency is less. The number of training shows the importance of the education department from the side, which is an indispensable factor affecting the training quality of kindergarten managers. On the other hand, there is little training content. Training content is the core of the whole training process, which can arouse the enthusiasm of trainees and help them solve their difficulties in work and improve their own shortcomings to a certain extent. (2) The effect of personnel training is not significant. Even though managers are aware of the positive influence of modern information technology in management, they have no way to start in the process of practical application, so it is very necessary to properly train them in a timely manner. The training effect is directly proportional to the mastery of the training content, and the effectiveness of training is the prerequisite for improving information literacy. If the training content is well mastered, the training effect is good and the information literacy can be improved quickly. However, in reality, there is a phenomenon of little harvest, time-consuming and labor-intensive training.