论文部分内容阅读
目前,我国各级各类幼儿园正如火如荼地开展着各种类型、各种级别(课题级别)的教育教学研究,“教师是研究主体”“教师即研究者”的声浪从大学、教育研究机构到幼儿园交相汇合,“协奏”着实践性研究的繁荣。但是这样声势浩大的“交响”背后是否隐含着一些浮夸,它是幼儿园教师能长期承受的吗?幼儿园教师“演奏”一些“室内乐”是否更具发展的持续性?换言之,怎样的研究才会让幼儿园教师既能保持长久的积极性,又能感觉到研究的成效与收获?或者说怎样的研究才能沉淀为教师日常生活的一部分,而不是“你方唱罢我登场”的走过场?本期推出的专题研究——教师如何做研究,将和您共同探讨这些问题。
At present, all kinds of kindergartens at all levels in our country are in full swing to carry out various types of education and research at various levels (subject level), “teachers are the main ” “teachers or researchers Education and research institutions to meet in kindergarten confluence, ”concerto “ with the prosperity of practical research. However, such a massive ”symphony“ behind implied some exaggeration, it is kindergarten teachers can bear it for a long time? Kindergarten teachers ”playing “ ”Chamber Music “ is more sustainable development? In other words, what kind of research will make kindergarten teachers not only retain long-term enthusiasm, but also feel the effectiveness and harvest of research? Or what kind of research can be precipitated as part of teachers’ daily life, not ” Debut "walk through? Current issue of thematic studies - how teachers do research, and you will discuss these issues.