Teachers' professional self-awareness refers to teachers' overall understanding, experience, evaluation and expectation of their professional status in the educational situation. Today's "child-oriented" educational concept calls for preschool teachers' professional self-awareness, which requires preschool teachers to develop and improve their personality in an all-round way and strive to become the main body of consciously creating their own professional life. Teachers are a highly self-disciplined profession, and the professional self-awareness of preschool teachers has obvious constraints on professional development. In the time dimension, the professional self-awareness of preschool teachers includes the awareness of their past professional development process, current professional development status and level, and future professional development planning; In the content dimension, it includes the self-awareness of preschool teachers in terms of professional quality, educational concept, professional knowledge, professional ability and professional wisdom. The professional self-awareness of preschool teachers is the basis and premise for them to truly realize their independent professional development. It can not only combine their past development process, current development situation and possible future development level, but also make the current development level affect their future development direction and degree. The future development goal will dominate today's educational behavior, enhance their sense of responsibility for their professional development, and thus ensure their self-renewal orientation of professional development. The low or high professional self-awareness of preschool teachers will affect and hinder the professional self-development of preschool teachers to varying degrees. For example, if a preschool teacher thinks that preschool education is a stable and unchallenged occupation, and it is a kind of mechanical repetitive work day after day and year after year, then a 30-year preschool teacher's career may be to repeat his work 30 times a year; However, if you overestimate your professional self, be too confident or even conceited, you will despise educational theory and other people's beneficial educational experience because of blind self-esteem. Second, self-planning: the key to the professional self-development of preschool teachers

Teachers' professional development is a continuous and long-term accumulation process. Any teacher's professional development and growth must go through a process from quantitative change to qualitative change, and there are stages of development. The self-planning of preschool teachers' professional development is a reference framework for preschool teachers to design their own blueprints and provide guidance, supervision and reflection for their professional development. Therefore, preschool teachers need to understand the phased theory of teachers' professional development, comprehensively analyze their own situation, correctly judge their current development status, predict their own development direction, determine their own development goals, and make development plans, so that their professional development can be carried out in an orderly manner on the basis of professional metacognition. Preschool teachers generally go through the following four stages: First, the stage of adapting to their career survival, which is a very challenging period for preschool teachers. It means that facing a new kindergarten teacher who is eager to succeed in the new world, facing the complicated educational situation and working environment, personal ambivalence is constantly forming, and confusion is also produced; Secondly, kindergarten teachers at this stage often ask themselves such questions: "How can I help a shy child?" "How can I help a naughty child?" "How can I help a child who seems unwilling to study?" At this time, teachers' educational ability has shifted from the original formal level to some specific issues related to education and children's development; Third, they began to get tired of doing the same things with their children. At this stage, kindergarten teachers are reluctant to work with children, but prefer to chat with colleagues, exchange ideas, read magazines, or search for other information through various channels, and begin to pay attention to some new developments in their professional fields. At this time, the professional development of kindergarten teachers has begun to enter the theoretical level; Fourth, the major is relatively mature. At this stage, kindergarten teachers have enough experience in education and teaching, and can ask some profound and abstract questions that need reflection and exploration. At this time, the professional development of preschool teachers has begun to sublimate to the spiritual level of education, and they have a relatively mature understanding of education. The theory of preschool teachers' professional development stage requires preschool teachers to do the following when making professional self-development plans: first, analyze themselves and fully understand their abilities, interests, strengths and weaknesses; Secondly, environmental analysis, grasping the general direction of professional development, combining self-development with the needs of schools, society and children; Third, establish goals, form a professional development vision, and list priority development areas, short-term goals and long-term plans; Finally, draw up the career development path and carefully design the action plan.

Third, self-reflection: an effective way for preschool teachers to develop themselves professionally.

Reflection is a way of thinking, which is to sort out a lot of rich, concrete and vivid perceptual materials in the mind, and use the thinking forms such as summary, judgment and reasoning to carry out the thinking process of removing the rough and selecting the essence, removing the false and retaining the true, going from here to there, and from the outside to the inside. Schon, an American scholar, believes that the most important way to improve people's professional level is not to leave the specialized study of professional activities, but to constantly reflect on it in professional practice.