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我园是一所老园,近几年,由于一园三区办园规模的形成,搬入新园后班级的扩增致使园内每年都要增加许多新教师,新教师上岗后有满腔热情,但面对问题又往往不知所措。如,专业知识技能欠缺、教学能力较低,教师的个人反思不能上升到理论层面,不熟悉幼儿园的一日活动常规,与家长交流缺乏经验和技巧,等等。有研究表明,教师最初几年教学情况和水平,对其后续的专业成长有重要影响,并直接关系到教师未来的专业发展取向。尤其是初入职一年的新教师正处于专业成长的起步期,这一阶段的教师不仅需要支持、理解、信心、安慰和辅导,更需要
I park is an old garden, in recent years, due to the formation of a garden park area size of three parks, moved into the new park after the expansion of the classroom to make the park every year to increase the number of new teachers, new teachers after induction full of enthusiasm, But in the face of problems are often overwhelmed. For example, lack of professional knowledge and skills, teaching ability is low, the teacher’s personal reflections can not rise to the theoretical level, are not familiar with kindergarten day activities routine, lack of experience and skills exchange with parents, and so on. Studies have shown that teachers ’teaching situation and level in the first few years have an important influence on their subsequent professional growth and are directly related to the future orientation of teachers’ professional development. In particular, the first year of entering a new teacher is in the initial stage of professional growth, teachers at this stage not only need support, understanding, confidence, comfort and counseling, but also need