不同专业发展阶段幼儿教师知识结构的特征比较

发布时间：2017-12-28 18:10

本文关键词：不同专业发展阶段幼儿教师知识结构的特征比较　出处：《学前教育研究》2011年09期 　论文类型：期刊论文

【摘要】：本研究采用观察、访谈与文本分析相结合的方法,对成熟型、发展型和新手型幼儿教师的知识结构特征进行了研究,发现不同专业发展阶段教师的知识结构都有自身的优势与特殊性,使他们在个人专业发展需求上存在着较为明显的差异。其中,成熟型幼儿教师的个人实践知识丰富,能够灵活自如地开展教学工作;一般教学法知识和学科教学法知识基本够用,但已需补足;普通文化知识和专业学科知识明显陈旧,急需尽快更新。发展型幼儿教师的各类知识基本可以满足个人专业发展需要,但都需要更新和补足。新手型幼儿教师的个人实践知识奇缺,急需尽快补足;一般教学法知识和学科教学法知识基本够用,仍须不断积累;普通文化知识和专业学科知识比较丰富,能够满足当前的工作需要。我们应根据不同发展阶段幼儿教师知识结构的不同特征,开展有针对性的专业培训,在充分发挥不同发展阶段教师知识优势的基础上,促进幼儿教师专业知识结构的完善与专业水平的提高。
[Abstract]:This study used observation, interview and text analysis method of combining the characteristics of knowledge structure of teachers, the development of mature and novice children were investigated, found that knowledge structure of teachers' professional development in different stages has its own advantage and particularity, make them in the professional development needs of people there are different the obvious. Among them, mature preschool teachers are rich in personal practical knowledge and able to carry out teaching work flexibly. Knowledge of general pedagogy and subject pedagogy is basically enough, but they need to be complemented. Knowledge of general culture and discipline is obsolete, and needs updating as soon as possible. The knowledge of developing preschool teachers can basically meet the needs of individual professional development, but all of them need to be updated and complemented. The novice teachers' personal practical knowledge is needed to be made as soon as; general pedagogical knowledge and pedagogical content knowledge basic enough, continue to accumulate; common cultural knowledge and professional knowledge is rich, can meet the needs of the current work. We should carry out targeted professional training according to the different characteristics of preschool teachers' knowledge structure at different stages of development, and give full play to teachers' knowledge superiority at different stages of development, so as to promote the improvement of preschool teachers' professional knowledge structure and the improvement of their professional level.
【作者单位】：河南大学教育科学学院;
【基金】：全国教育科学“十一五”规划一般课题“国际视域下实践导向的教师培训研究”(编号:BFA090081)的阶段性研究成果
【分类号】：G615
【正文快照】： 一、问题提出获取丰富的专业知识是幼儿教师走向自我更新的基础与前提。[1]知识结构“是教师素质的核心”,[2]是知识在个人成长过程中不断积累、沉淀并逐步形成的独具个人特色的知识系统,它对个体知识水平的发挥和知识能力的展现起着制约作用。不论是新手教师还是专家教师,其

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