创新型幼儿教师成长与园本培训的研究
发布时间：2018-10-10 15:42
【摘要】： 创新是21世纪的时代特征。国际人才的竞争，实质上是教育战略的竞争，是国民素质的竞争，是创新人才资源储备的多少及其发挥的绩效之间的竞争，是民族创新能力的竞争。因此，21世纪的教育要解决的最重要的问题就是如何培养和造就大批具备创新能力的人才。 创新人才的培养，关键在于造就一支高素质的创新型幼儿教师队伍。创新型幼儿教师作为幼儿教师群体中具有一定影响力的优秀教师代表，她们的成长与培养对幼儿教师群体素质的提高无疑起着极其重要的影响作用。本研究以国内外的理论研究与实践为背景，结合自己长期在幼儿教育实践中的思考，提出创新型幼儿教师的内涵、主要特征(包括认知特征、人格特征和行为特征)。通过对创新型幼儿教师素质结构的实证调查，提出了创新型幼儿教师应有的素质因素，，主要包括教育理念、知识结构、智力结构、能力结构和专业情意五个方面。 本研究通过对创新型幼儿教师的成长与培养进行的探索，对影响创新型幼儿教师成长的内部因素和外部因素进行了深层次、全方位的分析，总结出创新型幼儿教师成长的平衡规律与阶段性成长规律，提出了创新型幼儿教师成长需经历的四个阶段，即：知识准备阶段、探索适应阶段、发展成熟阶段和更新创造阶段。本研究认为园本培训是创新型幼儿教师成长的有效途径，提出了创新型幼儿教师园本培训的四个原则与方法：1．自主性发展的培养原则与方法。2．在实践中提升的培养原则与方法。3．专长与全面提高相结合的培养原则与方法。4．群体式合作的培养原则与方法。园本培训模式使创新型幼儿教师从被动培养的状态中走出来，同时也为幼儿教师的自主化、专业化成长提供了一定的理论与实践依据。
[Abstract]:Innovation is the characteristic of the 21st century. In essence, the competition of international talents is the competition of education strategy, the competition of national quality, the competition between the number of innovative talent resources and their performance, and the competition of national innovation ability. Therefore, the most important problem to be solved in the 21st century is how to train and bring up a large number of innovative talents. The key to the cultivation of innovative talents lies in bringing up a team of innovative preschool teachers with high quality. As the representative of outstanding teachers with certain influence, innovative preschool teachers undoubtedly play an extremely important role in improving the quality of preschool teachers. In the background of theoretical research and practice at home and abroad, this study puts forward the connotation and main characteristics of innovative preschool teachers (including cognitive characteristics, personality characteristics and behavioral characteristics) in the light of their long-term thinking in the practice of early childhood education. Through an empirical investigation on the quality structure of innovative preschool teachers, this paper puts forward the quality factors of innovative preschool teachers, which mainly include five aspects: educational idea, knowledge structure, intelligence structure, ability structure and professional sentiment. Through the exploration of the growth and cultivation of innovative preschool teachers, this study makes a deep and all-round analysis of the internal and external factors that affect the growth of innovative preschool teachers. This paper summarizes the balanced and phased growth laws of innovative preschool teachers, and puts forward four stages for the growth of innovative preschool teachers, namely, knowledge preparation, exploration and adaptation, development and maturity, and renewal and creation. In this study, the author thinks that the training based on garden is an effective way for the development of innovative preschool teachers. This paper puts forward four principles and methods of innovative kindergarten teacher training: 1. Training principles and methods of independent development. 2. Training principles and methods to promote in practice. 3. Cultivation of combination of expertise and overall improvement 4. Training principles and methods of group cooperation. The training mode of garden-based training makes innovative preschool teachers come out from passive training and provides theoretical and practical basis for teachers' autonomy and professional growth at the same time.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：G615
本文编号：2262341
[Abstract]:Innovation is the characteristic of the 21st century. In essence, the competition of international talents is the competition of education strategy, the competition of national quality, the competition between the number of innovative talent resources and their performance, and the competition of national innovation ability. Therefore, the most important problem to be solved in the 21st century is how to train and bring up a large number of innovative talents. The key to the cultivation of innovative talents lies in bringing up a team of innovative preschool teachers with high quality. As the representative of outstanding teachers with certain influence, innovative preschool teachers undoubtedly play an extremely important role in improving the quality of preschool teachers. In the background of theoretical research and practice at home and abroad, this study puts forward the connotation and main characteristics of innovative preschool teachers (including cognitive characteristics, personality characteristics and behavioral characteristics) in the light of their long-term thinking in the practice of early childhood education. Through an empirical investigation on the quality structure of innovative preschool teachers, this paper puts forward the quality factors of innovative preschool teachers, which mainly include five aspects: educational idea, knowledge structure, intelligence structure, ability structure and professional sentiment. Through the exploration of the growth and cultivation of innovative preschool teachers, this study makes a deep and all-round analysis of the internal and external factors that affect the growth of innovative preschool teachers. This paper summarizes the balanced and phased growth laws of innovative preschool teachers, and puts forward four stages for the growth of innovative preschool teachers, namely, knowledge preparation, exploration and adaptation, development and maturity, and renewal and creation. In this study, the author thinks that the training based on garden is an effective way for the development of innovative preschool teachers. This paper puts forward four principles and methods of innovative kindergarten teacher training: 1. Training principles and methods of independent development. 2. Training principles and methods to promote in practice. 3. Cultivation of combination of expertise and overall improvement 4. Training principles and methods of group cooperation. The training mode of garden-based training makes innovative preschool teachers come out from passive training and provides theoretical and practical basis for teachers' autonomy and professional growth at the same time.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：G615
【引证文献】
相关硕士学位论文 前2条
1 戴觅觅;南疆“双语”幼儿园实施园本培训的行动研究[D];新疆师范大学;2010年
2 崔振燕;园本课程的开发现状、问题及对策研究[D];山东师范大学;2011年
本文编号：2262341
本文链接：https://www.wllwen.com/jiaoyulunwen/yejy/2262341.html
