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幼儿教师队伍整体专业化水平不高、骨干教师队伍数量不足、结构欠佳一直是制约学前教育质量提升的问题。尤其是自《幼儿园教育指导纲要(试行)》《3-6岁儿童学习与发展指南》(以下简称《指南》)颁布以来,幼儿园教育改革发展迅速,幼教实践对专业化教师的需求不断增强,而幼儿园教师的培养培训未能及时转变,面临严峻挑战。如,培训观念滞后,重专业理念与知识传授,轻专业能力培养,训用分离,难以带动教育实践进步;培训
The overall professionalization of kindergarten teachers is not high, the number of backbone teachers is insufficient, and the poor structure has always been a problem restricting the quality of pre-school education. In particular, since the promulgation of the Guidelines for the Study and Development of Children 3-6 on the Guidance Outline for Kindergarten (Trial Implementation) (hereinafter referred to as the “Guidance”), the reform of kindergarten education has developed rapidly. The demand for specialized teachers in preschool education practice has been constantly enhanced, The training of kindergarten teachers failed to change in time, facing severe challenges. For example, the concept of training lags behind, focusing on professional concepts and knowledge transfer, training of light professional ability and separation of training and employing are hard to drive the progress of educational practice; training