【摘要】：隨著教育改革的深入進(jìn)行和發(fā)展,教師是教育改革關(guān)鍵性因素的觀點(diǎn),越來(lái)越引起人們的重視,關(guān)注教師的成長(zhǎng),促進(jìn)教師專(zhuān)業(yè)化發(fā)展,培養(yǎng)和造就一支高素質(zhì)高質(zhì)量的教師隊(duì)伍成為世界各國(guó)共同追求的目標(biāo)。作為終身教育奠基階段的學(xué)前教育也不例外。過(guò)去,我們總在關(guān)注教師該如何教好書(shū)、育好人,卻常常忽視了教師自身的專(zhuān)業(yè)化培養(yǎng),導(dǎo)致學(xué)前教育改革難以有較大的推進(jìn),為了學(xué)前教育繁榮發(fā)展的明天,為了幼兒能生動(dòng)、主動(dòng)、活潑地成長(zhǎng),培養(yǎng)善于反思學(xué)習(xí)、研討和實(shí)踐的研究型幼兒教師是當(dāng)務(wù)之急。 本研究著眼于幼兒教師的教育實(shí)踐工作及教師專(zhuān)業(yè)發(fā)展的要求,緊密結(jié)合廣大一線(xiàn)教師的工作實(shí)際,著重探討了研究型幼兒教師的特質(zhì)、幼兒教師專(zhuān)業(yè)成長(zhǎng)的障礙、幼兒教師專(zhuān)業(yè)成長(zhǎng)的條件、研究型幼兒教師的培養(yǎng)模式等方面的問(wèn)題,對(duì)如何有意識(shí)地促進(jìn)和影響幼兒教師專(zhuān)業(yè)發(fā)展提出以下的建議:(一)培養(yǎng)研究型幼兒教師不僅要注重專(zhuān)業(yè)知識(shí)與專(zhuān)業(yè)能力的提高,還要注重專(zhuān)業(yè)品質(zhì)與專(zhuān)業(yè)態(tài)度的養(yǎng)成。(二)政府和教育行政部門(mén)應(yīng)在政策支持和制度保障上加大力度 (三)幼兒園應(yīng)注重創(chuàng)設(shè)有利于教師專(zhuān)業(yè)成長(zhǎng)的環(huán)境和條件。(四)幼兒教師本人應(yīng)掌握自我專(zhuān)業(yè)發(fā)展的主動(dòng)權(quán)。(五)建立教師培訓(xùn)制度,采用研訓(xùn)一體化的實(shí)踐培養(yǎng)模式促進(jìn)研究型幼兒教師成長(zhǎng)。
[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.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2006
【分類(lèi)號(hào)】：G615

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 周桂文;研究型幼兒教師培養(yǎng)的初步探索[D];福建師范大學(xué);2010年

2 張振平;幼兒園低幼兒童教育師資隊(duì)伍建設(shè)研究[D];河北師范大學(xué);2007年

3 吳雪芹;南京市體育教師專(zhuān)業(yè)成長(zhǎng)機(jī)制研究[D];南京師范大學(xué);2008年

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本文編號(hào)：2293039