【摘要】： 創(chuàng)新是21世紀的時代特征。國際人才的競爭，實質(zhì)上是教育戰(zhàn)略的競爭，是國民素質(zhì)的競爭，是創(chuàng)新人才資源儲備的多少及其發(fā)揮的績效之間的競爭，是民族創(chuàng)新能力的競爭。因此，21世紀的教育要解決的最重要的問題就是如何培養(yǎng)和造就大批具備創(chuàng)新能力的人才。 創(chuàng)新人才的培養(yǎng)，關(guān)鍵在于造就一支高素質(zhì)的創(chuàng)新型幼兒教師隊伍。創(chuàng)新型幼兒教師作為幼兒教師群體中具有一定影響力的優(yōu)秀教師代表，她們的成長與培養(yǎng)對幼兒教師群體素質(zhì)的提高無疑起著極其重要的影響作用。本研究以國內(nèi)外的理論研究與實踐為背景，結(jié)合自己長期在幼兒教育實踐中的思考，提出創(chuàng)新型幼兒教師的內(nèi)涵、主要特征(包括認知特征、人格特征和行為特征)。通過對創(chuàng)新型幼兒教師素質(zhì)結(jié)構(gòu)的實證調(diào)查，提出了創(chuàng)新型幼兒教師應有的素質(zhì)因素，，主要包括教育理念、知識結(jié)構(gòu)、智力結(jié)構(gòu)、能力結(jié)構(gòu)和專業(yè)情意五個方面。 本研究通過對創(chuàng)新型幼兒教師的成長與培養(yǎng)進行的探索，對影響創(chuàng)新型幼兒教師成長的內(nèi)部因素和外部因素進行了深層次、全方位的分析，總結(jié)出創(chuàng)新型幼兒教師成長的平衡規(guī)律與階段性成長規(guī)律，提出了創(chuàng)新型幼兒教師成長需經(jīng)歷的四個階段，即：知識準備階段、探索適應階段、發(fā)展成熟階段和更新創(chuàng)造階段。本研究認為園本培訓是創(chuàng)新型幼兒教師成長的有效途徑，提出了創(chuàng)新型幼兒教師園本培訓的四個原則與方法：1．自主性發(fā)展的培養(yǎng)原則與方法。2．在實踐中提升的培養(yǎng)原則與方法。3．專長與全面提高相結(jié)合的培養(yǎng)原則與方法。4．群體式合作的培養(yǎng)原則與方法。園本培訓模式使創(chuàng)新型幼兒教師從被動培養(yǎng)的狀態(tài)中走出來，同時也為幼兒教師的自主化、專業(yè)化成長提供了一定的理論與實踐依據(jù)。
[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.
【學位授予單位】：西北師范大學
【學位級別】：碩士
【學位授予年份】：2006
【分類號】：G615

【引證文獻】

相關(guān)碩士學位論文 前2條

1 戴覓覓;南疆“雙語”幼兒園實施園本培訓的行動研究[D];新疆師范大學;2010年

2 崔振燕;園本課程的開發(fā)現(xiàn)狀、問題及對策研究[D];山東師范大學;2011年

本文編號：2262341