学习共同体:幼儿教师专业发展策略探究
Learning Community:Professional Development Strategies for Preschool Teachers
叶圣军1
作者信息
- 1. 福建幼儿师范高等专科学校,福建 福州 350007
- 折叠
摘要
幼儿教师是幼儿教育的实施者和组织者,决定着幼儿教育的质量和成效.然而,幼儿教师专业发展的现状不容乐观:其专业素养提升缓慢、园本支持体系不完善、缺少有效的途径和方式促使其快速成长,这在一定程度上制约了幼儿教师的专业发展.构建幼儿教师学习共同体可以为他们的专业发展提供平台和环境,促使幼儿教师获得归属感与互惠感,在合作交流中不断提高自身的专业素养,最终提升幼儿教师专业发展的整体水平.
Abstract
Preschool teachers are the implementers and organizers of early childhood education,determining the quality and effectiveness.However,the current situation of professional development for preschool teachers is not optimistic:their professional competence improvement is slow,the kindergarten based supporting system is incomplete,and there is a lack of effective ways and means to promote their rapid growth,which restricts the professional development of preschool teachers.Building a learning community for preschool teachers can provide a platform and envi-ronment for their professional development,enabling them to gain a sense of belonging and reciprocity,continuously improve their professional competence through cooperation and communication,and ultimately enhance the overall level of preschool teachers'professional development.
关键词
幼儿教师/学习共同体/方法与策略Key words
preschool teachers/learning community/methods and strategies引用本文复制引用
基金项目
全国教育科学规划项目教育部重点课题(DHA220418)
出版年
2024
NETL
NSTL
万方数据