论创新型幼儿教师的成长与培养

发布时间：2019-07-08 19:04

【摘要】： 本研究以创新教育在国内外的理论研究与实践为背景，从“创新教育”的内涵入手，论述新世纪中的幼儿创新教育、幼儿创新教育与创新型幼儿教师的关系，提出创新型幼儿教师应具备的创新素质。通过应用文献法、调查法，对传统幼儿教育实践进行反思，列举、归纳我国幼儿教师在实施创新教育的过程中存在的种种问题，，并折射出幼儿教师创新素质缺失的问题。本文试图在对原因进行深层次、全方位分析的基础上，从外部因素与内部因素两个方面提出创新型幼儿教师的培养策略。本研究认为， 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。创新人才的培养依靠创新教育，而幼儿教育阶段的创新教育更具基础性。然而从当前幼儿园教育教学的状况来看，创新教育在幼儿教育的过程中存在许多问题和困难，这与传统幼儿教育在培养目标、教学目的、内容、方法、评价等方面都难以满足幼儿创新教育的要求有直接的关系。当然，更本质地说，创新教育在向传统幼儿教育的挑战中，归根到底是对教师的素质提出要求和挑战。幼儿创新教育呼唤创新型的幼儿教师。本文在前人研究的基础上，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应具备的素质，主要包括创新意识、创新精神、创新能力和创新人格四个方面。大量文献和国内的有关调查结果均显示：我国大多数幼儿教师的创新素质令人堪忧。主要表现为创新意识不强，创新精神不足，创新能力不高及创新人格不全。而我们要解决这些问题，就不能忽略更不能回避造成幼 WP=3 儿教师创新素质缺失的原因。这些原因包括教育行政部门的管理和支持不够、幼师培养模式的落后、园长创新素质的缺失及教师自身的努力不足等外部和内部原因。基于以上的分析，本研究提出全面提升幼儿教师的创新素质及大力培养创新型幼儿教师队伍的外部与内部策略。外部策略包括：1、打造有利于教师创新的社会环境。加大对教育创新投资的力度；利用有效的舆论手段引导全社会形成对创新型人才的正确认识。2、提供有利于教师创新的政策环境。应设立专门机构及负责人，切实加强对幼儿教育的重视与领导；要加强交流；鼓励幼儿园积极开展幼儿创新教育的科研与实验；重视幼儿教师的继续教育。3、幼儿教师职前教育也需要创新。要有创新的目标；创新的内容；改革教学模式和教学方法；要建立教育创新的环境；要建立教育创新的评价标准。4、幼儿园园长管理需要创新。园长应自觉培养自身的创新意识和能力；改进管理模式；建立科学的评价体系；改善教学条件。内部策略主要指要靠幼儿教师充分发挥自己的主观能动性，自觉加大自我成长的力度，做到：强化创新意识；培养创新精神；提高创新能力；塑造创新人格。只有这样教师才会在实践的过程中乐于创新、勇于创新、善于创新和保证创新。
[Abstract]:This study, based on the theoretical research and practice of the innovation education at home and abroad, starts with the connotation of the "innovation education", discusses the relationship between the children's innovative education, the young children's innovative education and the innovative early-school teachers in the new century, and puts forward the innovative quality of the innovative early-school teachers. Through the application of the literature method and the investigation method, the traditional preschool education practice is reflected, and the problems existing in the course of implementing the innovation education are summarized, and the problem of the deficiency of the innovative quality of the kindergarten teachers is reflected. Based on the deep and all-round analysis of the reason, this paper puts forward the training strategy of the innovative early-school teachers from two aspects: external factors and internal factors. In the present study, the most important problem to be solved in the education of the 21st century is how to develop and make a large number of people The cultivation of the innovative talents depends on the innovation education, while the early childhood education stage The innovation education is more basic. However, from the current situation of the current kindergarten education teaching, the innovation education has many problems and difficulties in the process of early childhood education, which is closely related to the training target and teaching of the traditional preschool education It is difficult to meet the children's innovative education in terms of the purpose, content, method, evaluation, etc. There is a direct relationship, of course, and more in essence, innovative education is in the final analysis of the teacher's challenge to the challenge of traditional early childhood education Quality requirements and challenges. Young children's innovative education calls On the basis of the previous studies, this paper puts forward the quality of the innovative early-school teachers, which mainly includes the innovation consciousness, the innovation spirit and the innovation ability. There are four aspects of innovation personality. A large number of literature and relevant findings in the country show that most of our kindergarten teachers The quality of the innovation is worrying. The main performance is that the innovation consciousness is not strong, the innovation spirit is insufficient, the innovation ability It's not high and it's not full of innovation. And we're trying to solve these problems, and we can't. Ignore more can avoid the cause of the child The causes of the lack of the innovative quality of the teachers in the 3-year-old teachers are the lack of the management and support of the educational administration and the fall of the training mode of the young teachers. After that, the lack of the innovation quality of the park and the shortage of the teachers' efforts are external and internal reasons, and based on the above analysis, the present invention The research puts forward the comprehensive promotion of the innovative quality of the early-school teachers and the cultivation of the innovation The external and internal strategy of the kindergarten teachers' team. The external strategy includes:1, creating a social environment conducive to the innovation of the teachers; increasing the strength of the investment in the education innovation; and utilizing the effective The public opinion means to guide the whole society to form a correct understanding of the innovative talents.2. Provide a policy environment conducive to the innovation of the teachers. The specialized agencies and the person in charge should be established to strengthen the attention and leadership of the early childhood education; to strengthen the exchange, and to encourage the kindergarten to carry out the activities of the young The research and experiment of the children's innovative education; the emphasis on the continuing education of the early-school teachers.3. The pre-service education of the early-school teachers also needs to be innovated. To have the goal of innovation, the content of innovation, the reform teaching mode and the teaching party Law; To set up an environment for educational innovation; to set up an evaluation standard for educational innovation.4. The kindergarten management needs to be innovative. To improve the management mode, to set up a scientific evaluation system, to improve the teaching conditions, the internal strategy mainly refers to the full play of the teacher's subjective initiative and the self-consciousness. The strength of the big self-growth is to strengthen the consciousness of innovation, to cultivate the spirit of innovation, to improve the ability of innovation and to shape
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2003
【分类号】：G615

【相似文献】