二十年幼兒園教師培訓(xùn)研究述評(píng)

摘要： 為提升幼兒園教師"專業(yè)理念與師德""專業(yè)知識(shí)""專業(yè)能力"三方面能力,國(guó)家提出了創(chuàng)新和優(yōu)化幼兒園教師培養(yǎng)模式的新要求。鑒于此,本研究選取國(guó)內(nèi)外近二十年146篇幼兒園教師培訓(xùn)研究及相關(guān)政策為樣本,經(jīng)過(guò)開放式、主軸式和選擇性三級(jí)編碼,構(gòu)建了以幼兒園教師培訓(xùn)的需求信息、綜合保障、組織管理、培訓(xùn)結(jié)果為主范疇的幼兒園教師培訓(xùn)模型框架并進(jìn)行相關(guān)述評(píng)。最后,研究者參照模型探討了幼兒園教師培訓(xùn)的需求診斷、準(zhǔn)備工作、組織實(shí)施和質(zhì)量追蹤四個(gè)方面的實(shí)踐啟示。
In order to improve the ability of kindergarten teachers' "professional philosophy and professional ethics","professional knowledge"and"professional competence",the country has put forward new requirements for innovation and optimization of kindergarten teacher training mode. In view of this,according to the grounded theory,146 kindergarten teacher training research and related policies in the past 20 years at home and abroad were selected as samples. After three-level coding,We constructed four main factors of the demand information,comprehensive,organization management,training results as preschool teacher training model. We gain the practical Inspiration from the requirements diagnosis,preparation,organization and quality tracking of kindergarten teacher training.