【摘要】： 文獻檢索及調(diào)查表明,目前0～3歲低幼兒童教育出現(xiàn)了一些新的動向,主要表現(xiàn)為幼兒園已經(jīng)出現(xiàn)多樣化的低幼兒童教育形式、“隨小班就讀”現(xiàn)象彰顯低幼兒童教育社會需求、幼兒園托班或親子班具有巨大的潛在生源。而幼兒園低幼兒童師資隊伍卻不能適應當前早期教育發(fā)展形勢,突出的問題是,師資總體數(shù)量不足、師資整體素質(zhì)偏低、師資專業(yè)程度不高。 《幼兒園教育指導綱要(試行)》是幼兒園師資隊伍建設的指導思想。應依據(jù)《綱要》總的目標和要求開展師資建設;依據(jù)《綱要》規(guī)定的“幼兒園教育內(nèi)容與要求”構建教師知識結(jié)構;依據(jù)《綱要》提出的“幼兒園教育活動的組織與實施要求”定位教師角色;依據(jù)《綱要》的幼兒園教育評價標準,更新教師教育理念。幼兒園教育實際是開展師資建設的現(xiàn)實基礎。當前,幼兒園低幼兒童教育處于起步階段,教育水平參差不齊、低幼兒童教育城鄉(xiāng)差別較大、軟硬件建設缺乏規(guī)范、低幼兒童教育地域性發(fā)展不均衡、缺乏相應規(guī)范的標準等等。幼兒園低幼兒童師資建設兄弟省、市經(jīng)驗和做法值得借鑒。如北京市開展的“早期教育”、上海市對早期教育的規(guī)范等。 開展幼兒園低幼兒童師資隊伍建設應編制并執(zhí)行幼兒園低幼兒童教育師資標準——編制要依據(jù)低幼兒童身心發(fā)展規(guī)律、考慮低幼兒童教育師資與普通幼兒教師差異;關注職業(yè)道德、文化素養(yǎng)、專業(yè)理論知識與技能、學習與發(fā)展能力五個方面的內(nèi)容。建立多元化的幼兒園低幼兒童教育師資培訓模式——構建多元化低幼兒童教育師資培訓體系、組建官方低幼兒童教育資源中心、創(chuàng)辦低幼兒童教育群眾性學術團體、構建以“園本課程”為主體的培訓機制。拓展幼兒園低幼兒童教育師資培養(yǎng)渠道——在大中專師范院校開設早期教育專業(yè)、與勞動部門聯(lián)合開展育嬰職業(yè)資格認證、建立開放式的低幼兒童教育師資準入制度。加大各級政府對學前教育師資隊伍建設的投入、扶植和監(jiān)管力度——推行大中專師范院校早期教育專業(yè)學生免費就讀制度、提高大中專師范院校學前教育專業(yè)入學層次、加大對私立托幼園所師資隊伍的監(jiān)管力度、學前教育師資納入獨立的行政編制及職稱評聘系列。
[Abstract]:Literature retrieval and investigation show that at present, there are some new trends in the education of primary-age children aged 0 to 3 years old, which is mainly manifested in the diversified forms of education of primary-age children in kindergarten. The phenomenon of "studying in small classes" shows the social needs of primary-age children's education. Kindergarten classes or parent-child classes have a huge potential source of students. But the kindergarten primary-age children teachers can not adapt to the current situation of early education development, the outstanding problem is that the overall number of teachers is insufficient, the overall quality of teachers is low, the professional degree of teachers is not high. The guiding outline of Kindergarten Education (trial) is the guiding ideology for the construction of kindergarten teachers. The teachers' knowledge structure should be set up according to the "contents and requirements of kindergarten education" stipulated in the outline, and the construction of teachers' knowledge should be carried out according to the general objectives and requirements of the outline. According to the "requirements for the organization and implementation of kindergarten education activities" put forward in the outline, the role of teachers is defined, and the concept of teacher education is updated according to the evaluation criteria of kindergarten education in the outline. Kindergarten education is the practical basis of teacher construction. At present, kindergarten education for primary-age children is in its infancy, education level is uneven, primary-age children's education is quite different between urban and rural areas, software and hardware construction is not standardized, and primary-age children's education regional development is not balanced. Lack of corresponding standard and so on. Kindergarten primary-age child teacher construction brother province, city experience and practices are worthy of reference. For example, "early education" carried out in Beijing, Shanghai's norms for early education, and so on. To carry out the construction of kindergarten primary-age children's teaching staff, we should draw up and implement the kindergarten primary-age children's education teachers' standard-according to primary-age children's physical and mental development law, consider the difference between primary-age children's education teachers and ordinary preschool teachers; Pay attention to professional ethics, cultural literacy, professional theoretical knowledge and skills, learning and development of five aspects of the content. To establish a diversified teacher training model for primary-age children's education in kindergartens-to build a diversified primary-age children's education teacher training system, to set up the official primary-age Children's Education Resource Center, and to establish primary-age children's education mass academic groups. Build "garden-based curriculum" as the main body of the training mechanism. To expand the channels of training teachers for primary-age children's education in kindergarten-to set up early education specialty in normal colleges and universities, to jointly carry out vocational qualification certification with labor department, and to set up an open system of primary-age children education teacher admission. Increase the input of governments at all levels to the construction of pre-school teaching staff, foster and supervise the efforts to promote the system of free study of students majoring in early education in normal universities and colleges, and improve the admission level of pre-school education majors in normal colleges and universities of tertiary and secondary schools. To strengthen the supervision of the teaching staff of the private kindergarten, pre-school teachers are included in the independent administrative establishment and professional title evaluation series.
【學位授予單位】：河北師范大學
【學位級別】：碩士
【學位授予年份】：2007
【分類號】：G615

【引證文獻】

相關期刊論文 前2條

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相關碩士學位論文 前2條

1 申杰;中等幼兒師范學校學生學業(yè)評價研究[D];河北師范大學;2010年

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本文編號：2433076