伯恩斯坦"架构"理论视角下的园本培训模式探索
Exploring the Model of Kindergarten-Based Training from the Perspective of Bernstein's Framework Theory
魏洪鑫 1刘晓颖1
作者信息
- 1. 首都师范大学 教育学院, 北京 100053
- 折叠
摘要
园本培训旨在提升幼儿教师专业能力,当前园本培训主要模式为专题讲座、学术报告等,这类模式忽视培训者与受训者之间认知差异,教师在培训时普遍存在"四不愿"的现状.本研究基于伯恩斯坦的"架构"理论分析当前园本培训模式具有"强架构"特点,不利于知识的传递与传播.基于此,园所尝试搭建两种"弱架构"式培训模式,即"审辨式""话题式"培训.打破培训的时空限制,鼓励教师积极参与并构架培训的模式,以此提升培训的效果.
Abstract
Kindergarten-based training aims to improve the professional ability of preschool teachers.Cur-rently,the main modes of kindergarten-based training are special lectures,academic reports,etc.,which ignore the cognitive differences between trainers and trainees,and teachers generally have the status quo of"four reluctance"in training.Based on Bernstein's framework theory,this study analyzes that the cur-rent model of kindergarten-based training is characterized by strong framework,which is not conducive to the transfer and dissemination of knowledge.Based on this,the kindergarten tries to set up two weak framework training modes,namely critical training and topic training,to break the limitation of time and space of training,encourage teachers to actively participate in and construct the training mode,so as to improve the training effect.
关键词
"架构"理论/园本培训/模式Key words
Framework Theory/Kindergarten-Based Training/Mode引用本文复制引用
基金项目
2022年度北京市教育科学"十四五"规划一般课题(CD-DB2259)
出版年
2024
NETL
NSTL
万方数据