研究型幼儿教师特质及培养机制初探
发布时间：2018-10-25 07:28
【摘要】：随着教育改革的深入进行和发展,教师是教育改革关键性因素的观点,越来越引起人们的重视,关注教师的成长,促进教师专业化发展,培养和造就一支高素质高质量的教师队伍成为世界各国共同追求的目标。作为终身教育奠基阶段的学前教育也不例外。过去,我们总在关注教师该如何教好书、育好人,却常常忽视了教师自身的专业化培养,导致学前教育改革难以有较大的推进,为了学前教育繁荣发展的明天,为了幼儿能生动、主动、活泼地成长,培养善于反思学习、研讨和实践的研究型幼儿教师是当务之急。 本研究着眼于幼儿教师的教育实践工作及教师专业发展的要求,紧密结合广大一线教师的工作实际,着重探讨了研究型幼儿教师的特质、幼儿教师专业成长的障碍、幼儿教师专业成长的条件、研究型幼儿教师的培养模式等方面的问题,对如何有意识地促进和影响幼儿教师专业发展提出以下的建议:(一)培养研究型幼儿教师不仅要注重专业知识与专业能力的提高,还要注重专业品质与专业态度的养成。(二)政府和教育行政部门应在政策支持和制度保障上加大力度 (三)幼儿园应注重创设有利于教师专业成长的环境和条件。(四)幼儿教师本人应掌握自我专业发展的主动权。(五)建立教师培训制度,采用研训一体化的实践培养模式促进研究型幼儿教师成长。
[Abstract]:With the deepening and development of educational reform, the viewpoint that teachers are the key factors of educational reform has attracted more and more attention, paid more and more attention to the growth of teachers and promoted the development of teachers' specialization. To cultivate and bring up a high-quality and high-quality teachers has become the common goal of all countries in the world. As the foundation stage of lifelong education, preschool education is no exception. In the past, we always paid attention to how teachers should teach good books and cultivate good people, but often ignored the professional training of teachers themselves, which led to the difficulty of promoting the reform of preschool education. For the future of the prosperity and development of preschool education, In order to develop children vividly, actively and vividly, it is urgent to cultivate research-based teachers who are good at reflective learning, discussion and practice. This study focuses on the educational practice of preschool teachers and the requirements of teachers' professional development, closely combines with the actual work of the vast number of front-line teachers, and focuses on the characteristics of research-oriented preschool teachers and the obstacles to their professional growth. The conditions for the professional growth of preschool teachers, the training model of research-oriented preschool teachers, and so on, The following suggestions are put forward to consciously promote and influence the professional development of preschool teachers: (1) to cultivate research-oriented preschool teachers should pay attention not only to the improvement of professional knowledge and professional ability, but also to the cultivation of professional quality and professional attitude. (2) the government and the educational administrative department should strengthen the policy support and the system guarantee (3) the kindergarten should pay attention to creating the environment and the condition which is conducive to the teachers' professional growth. (4) the preschool teachers themselves should have the initiative of their own professional development. (5) to establish teacher training system and promote the growth of research-oriented preschool teachers by adopting the integrated practice training model of research and training.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：G615
本文编号：2293039
[Abstract]:With the deepening and development of educational reform, the viewpoint that teachers are the key factors of educational reform has attracted more and more attention, paid more and more attention to the growth of teachers and promoted the development of teachers' specialization. To cultivate and bring up a high-quality and high-quality teachers has become the common goal of all countries in the world. As the foundation stage of lifelong education, preschool education is no exception. In the past, we always paid attention to how teachers should teach good books and cultivate good people, but often ignored the professional training of teachers themselves, which led to the difficulty of promoting the reform of preschool education. For the future of the prosperity and development of preschool education, In order to develop children vividly, actively and vividly, it is urgent to cultivate research-based teachers who are good at reflective learning, discussion and practice. This study focuses on the educational practice of preschool teachers and the requirements of teachers' professional development, closely combines with the actual work of the vast number of front-line teachers, and focuses on the characteristics of research-oriented preschool teachers and the obstacles to their professional growth. The conditions for the professional growth of preschool teachers, the training model of research-oriented preschool teachers, and so on, The following suggestions are put forward to consciously promote and influence the professional development of preschool teachers: (1) to cultivate research-oriented preschool teachers should pay attention not only to the improvement of professional knowledge and professional ability, but also to the cultivation of professional quality and professional attitude. (2) the government and the educational administrative department should strengthen the policy support and the system guarantee (3) the kindergarten should pay attention to creating the environment and the condition which is conducive to the teachers' professional growth. (4) the preschool teachers themselves should have the initiative of their own professional development. (5) to establish teacher training system and promote the growth of research-oriented preschool teachers by adopting the integrated practice training model of research and training.
【学位授予单位】：华中师范大学
【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3条
1 周桂文;研究型幼儿教师培养的初步探索[D];福建师范大学;2010年
2 张振平;幼儿园低幼儿童教育师资队伍建设研究[D];河北师范大学;2007年
3 吴雪芹;南京市体育教师专业成长机制研究[D];南京师范大学;2008年
，本文编号：2293039
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