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成长与反思 对幼儿教师发展成长的认识,我们可以借鉴Posner(1989)提出的教师成长方案:经验+反思=成长以及Doyle(1990)提出的“教师发展过程即教师自我反思、自我更新过程”这一观念。有关研究也表明:促使新手教师转变为专家教师的因素,不是他们的知识和方法,而是他们对学生、自己及自己的目的、意图和教学任务所持有的信念,是他们在教育实践中表现出来的教育机智和批判反思能力。可见教师专业发展的一种新的取向和理念便是强调教师的“自我反思、自我更新”。
Growing and Reflecting on the Recognition of Kindergarten Teachers’ Development and Growth, we can learn from the teacher growth plan proposed by Posner (1989): experience + reflection = growth and Doyle (1990) put forward the teacher self-reflection and self-renewal process. A concept. The research also shows that the factors driving novice teachers into expert teachers are not their knowledge and methods, but their beliefs about students, themselves and their purposes, intentions, and teaching tasks, which are in their educational practice Demonstrated educational intelligence and critical reflective ability. Visible teacher professional development of a new orientation and philosophy is to emphasize the teacher’s “self-reflection, self-renewal.”