本文選題：貧困地區(qū)教育 + 教師培訓(xùn)　； 參考：《學(xué)前教育研究》2012年01期

【摘要】：當前各種"國培""省培"幼兒教師培訓(xùn)計劃開展得熱火朝天,然而貧困地區(qū)幼兒教師培訓(xùn)卻較少受到關(guān)注。調(diào)查研究顯示,貧困地區(qū)幼兒教師培訓(xùn)現(xiàn)狀不容樂觀,不僅其培訓(xùn)內(nèi)容難、虛、統(tǒng)、雜,培訓(xùn)形式難以滿足當?shù)亟處煹男枰?而且貧困地區(qū)幼兒教師接受培訓(xùn)的機會少,困難多。為解決這些問題,政府應(yīng)加強對貧困地區(qū)幼兒教師培訓(xùn)的專項投入和相關(guān)制度管理,建立和完善富有實效性的主題式培訓(xùn)內(nèi)容體系,建構(gòu)具有層次性與互動性的培訓(xùn)形式,在改善貧困地區(qū)幼兒教師生存狀態(tài)的基礎(chǔ)上,為其培訓(xùn)和專業(yè)發(fā)展拓寬道路。
[Abstract]:At present, all kinds of "national" and "provincial" preschool teacher training programs are flourishing, but the training of early childhood teachers in poor areas has received less attention. The investigation and research show that the current situation of the training of preschool teachers in poor areas is not only difficult, but also difficult to meet the needs of local teachers, and the opportunities of training for teachers in poor areas are few. There are many difficulties. In order to solve these problems, the government should strengthen the special input and relevant system management to the training of preschool teachers in the poor areas, establish and perfect the effective thematic training content system, and construct the training form with levels and interaction. On the basis of improving the living conditions of preschool teachers in poor areas, the training and professional development of preschool teachers should be widened.
【作者單位】： 南京師范大學(xué)教育科學(xué)學(xué)院;
【基金】：教育部與兒基會“農(nóng)村幼兒園教師培訓(xùn)”項目、中國學(xué)前教育研究會資助。課題組其他成員包括張春美、王丹丹、孫云霞、胡s�、何双琦、张新芳、刘世i薄⒒屏嶗�、砚k被�、陈丹担�

本文編號：1826161