本土化農(nóng)村幼兒園教師校地協(xié)同培養(yǎng)探索

摘要： 教師是保障農(nóng)村學(xué)前教育優(yōu)質(zhì)發(fā)展的關(guān)鍵因素,地方政府應(yīng)建立農(nóng)村幼兒園教師優(yōu)質(zhì)供給的長效機制,優(yōu)化農(nóng)村幼兒園教師培養(yǎng)的層次與結(jié)構(gòu),通過校地合作實現(xiàn)農(nóng)村幼兒園教師的本土化培養(yǎng),保證學(xué)前教育專業(yè)合格畢業(yè)生能夠勝任且安心于農(nóng)村幼兒園教育工作。為此,應(yīng)以本土生源為依托,推進農(nóng)村幼兒園教師校地協(xié)同培養(yǎng)機制建設(shè);以保教能力培養(yǎng)為核心,構(gòu)建適應(yīng)農(nóng)村幼兒園教師成長需要的課程教學(xué)實踐體系;以可持續(xù)發(fā)展為目標,完善聚焦學(xué)習(xí)成果的全息整合教育評價。
The teacher is the key factor to guarantee the quality development of rural preschool education.The construction of school-local cooperative mechanism of rural kindergarten teacher training focuses on optimizing the level and structure of rural kindergarten teacher training,so that the students trained can be competent and secure in rural kindergarten education. Its specific measures include :first,promote the construction of cooperative training mechanism of rural kindergarten teachers on the basis of local students;the second is to build a curriculum teaching practice system which is suitable for the growth needs of rural kindergarten teachers;the third is to improve the holographic integrated education evaluation focusing on learning achievements with the goal of sustainable development.