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幼儿教师的教学实践智慧是幼儿教师在幼儿园教育教学活动中形成的,是幼儿教师能够采取适宜的方式引导幼儿学习与健康发展的知识与能力。幼儿教师的教学实践智慧具有实践性、生成性、反思性、主体性、缄默性、传递性等特征。幼儿教师教学实践智慧的形成对其专业成长意义重大,其生成的主要途径包括幼儿教师对教学活动的实践、理解、反思与研究。 相似文献
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《华夏少年(简快作文 )》2016,(11)
幼儿是人一生中成长的关键时期,幼儿园作为幼儿的主要教育场所,对幼儿的学习、生活、成长都至关重要。在此背景下,幼儿教师的专业理论与实践能力成为家长们关注的重点。幼儿教师的专业理论与实践能力被统称为教师的专业素质,教师专业素质的高低将直接决定教学质量的优劣。基于此,对农村幼儿教师专业素质的提升方法进行了深入分析,提出了几点提升农村幼儿教师专业素质的具体策略,以期能够为农村幼儿教师专业素质与教学质量的提升尽一份绵薄之力。 相似文献
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幼儿教师专业发展共同体理论及策略 总被引：2，自引：0，他引：2
当前幼儿教师专业发展难以发挥教师个人主观能动性和教师群体智慧。建立学习共同体能促进幼儿教师有效开展同伴互导,共享教育实践智慧。本文在对我国幼儿教师专业发展现状进行深入分析之后,研究了幼儿教师专业发展共同体的基本内涵和主要特征,提出了构建幼儿教师专业发展共同体的策略。 相似文献
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当前幼儿教师专业发展难以发挥教师个人主观能动性和教师群体智慧.建立学习共同体能促进幼儿教师有效开展同伴互导,共享教育,实践智慧.通过对我国幼儿教师专业发展现状进行深入分析,研究幼儿教师专业发展共同体的基本内涵和主要特征,提出了构建幼儿教师专业发展共同体的策略. 相似文献
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刘英 《四川教育学院学报》2007,23(8):94-95,98
幼儿园课程改革的目标是促进幼儿的发展,而在幼儿园与幼儿接触最多的有生命力的个体之一便是幼儿教师,幼儿教师专业成长的过程同时也是幼儿成长的过程,因而教师是课程改革的关键因素之一。本文就目前幼儿教师专业成长中遇到的问题展开论述,并针对问题提出解决策略,以期为广大幼教工作者提供参考,更好地促进幼儿园课程改革的开展。 相似文献
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幼儿教师是幼儿发展中的重要他人,他们的言语对幼儿发展产生很大的影响。调查发现,当前幼儿教师言语失范现象较为普遍,幼儿教师言语中消极语言过多。这使得幼儿教师不能很好地承担起幼儿的养护者、榜样、中介者等角色,同时也阻碍了幼儿教师自身的专业成长。要提升幼儿教师职业素养、改善幼儿教师言语质量,学校需要促进教师反思意识的觉醒,提升教师自我监控意识与能力;转变教师教育观念,优化外在条件;提升教师专业伦理意识,重塑教师形象。 相似文献
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新《幼儿园教育指导纲要》要求幼儿教师对自己的教育对象要从"高高站立"转为"俯下身子"予以关注,要积极探索、寻找在教育过程中出现的新问题,然后不断实践、反思、改进、创新,把自身的专业成长与幼儿的发展联系在一起。幼儿教师专业成长有其独特性。我们通过树立正确的儿童观和教育观、培养教学反思能力以及开展多形式的园本教研活动等途径,促进幼儿教师的专业发展。 相似文献
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Evelaine Pendergast Rebecca G. Lieberman-Betz Cynthia O. Vail 《Early Childhood Education Journal》2017,45(1):43-52
This study explored infield prekindergarten teachers’ attitudes and beliefs toward teaching science to young children. In addition, prekindergarten teachers’ previous and future interests in science-related professional development were assessed. Data were collected through a self-report measure, the preschool teacher attitudes and beliefs toward science. The sample consisted of 112 prekindergarten teachers. Findings suggest prekindergarten teachers may be more comfortable with conducting and integrating science activities and understanding the benefits of science for young children’s global development than previously thought. However, teachers continue to indicate feelings of inadequacy and anxiety toward their own science knowledge and ability to support children’s scientific learning. Future research should examine additional methods of assessing science teaching in prekindergarten classrooms, such as direct observation, as well as the impact of professional development on attitudes, beliefs, and practices of prekindergarten teachers when teaching science. 相似文献
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于淑贞 《黑龙江教育学院学报》2014,(2):36-37,47
社会的快速发展,对现代教师的要求在不断提高。现代教师不但要有先进的教育理念、扎实的专业知识、灵活的专业技能,还要有良好的外在形象。基于此,通过分析幼儿心中好教师的特点,结合当前幼儿教师素质的现状,提出提高幼儿教师素质的具体策略,从而使幼儿教师真正成为幼儿心中的好教师。 相似文献
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幼儿教师数学核心经验主要是指教师在教学实践中形成的数学领域至关重要的概念、能力或技能,对于幼儿的数学学习和教师的数学教学具有至关重要的作用。幼儿教师作为基本的学习者,其专业发展过程符合学习进阶的各项准则,不同职业发展阶段的幼儿教师有着各自不同的进阶轨迹。学习进阶强调学习是一种不断积累和发展的过程,并倡导为不同阶段的学习者设计不同的进阶框架,这为有效推动幼儿教师数学核心经验的发展提供了充分的理论参考。本研究在厘清幼儿教师数学核心经验内涵与结构的基础上,依据学习进阶的主要观点,建构幼儿教师数学核心经验的经验模型,并提出相应的教师培养策略,主要包括加强数学核心经验的学习共同体建设、制订数学核心经验的阶梯式成长方案和完善数学核心经验的质量监测指标。 相似文献
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于涛 《黑龙江教育学院学报》2012,(6):58-59
反思能力对幼儿教师的专业发展具有重要的推动作用。幼儿教师要想获得专业发展,必须深刻认识反思的意义,了解反思能力及幼儿教师专业发展,理解反思能力对幼儿教师专业发展的意义。 相似文献
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Planned instruction is an important teaching form in early childhood mathematics education, but some educators are concerned about its developmental appropriateness. The present study was undertaken to address this issue. One hundred and seven American preschool teachers participated in the study: They watched a video-taped math lesson that was conducted in a 4-year-olds’ classroom in China and answered video-cued questions in a questionnaire. A mix of qualitative and quantitative methods was used in analyzing the data. Research Findings: Results show that on average, participants rated the quality and developmental appropriateness of the lesson as high. They acknowledged children’s active learning, teacher’s careful preparation, and use of different learning methods. But, they also identified inadequate elements such as lack of peer interactions and lesson differentiation. Practice or Policy: A relief of American preschool teachers’ current beliefs regarding the developmental appropriateness of math lessons provides critical reference for professional preparation/development programs. American preschool teachers’ high value of children’s active learning in a planned math lesson and their appreciation of teacher’s skillful guidance imply an imperative need to promote American preschool teachers’ pedagogical knowledge and skills in teaching mathematics to young children. 相似文献
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This phenomenological study explored how two experienced teachers interacted with children in classes of three‐ and five‐year‐olds. The aim was to further understand the nature of practice that promotes communicative teacher–child relationships. The study took place in a private preschool programme in the United States. Through once‐a‐week participant observations from September to December 2009 and interviews with the teachers, the study illustrated how their practice was based around valuing children’s ideas, effort, space and work, and around maintaining enthusiasm towards children’s and their own learning. In these processes, the study showed the importance of (1) teachers’ firm understanding of the context of children’s development, and their awareness of the role which they play in creating this, and (2) an environment that promotes ‘flow’ of their practice. As the study builds on developmental systems theory, the findings highlight the ways in which contexts that support teachers’ professional autonomy may influence their interactions and relationships with children. 相似文献
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农村儿童线描画传承农耕文化的智慧,有着乡情的惆怅、泥土的芳香,质朴的线条通过朴实的堆叠、稚嫩的重复呈现美的韵律。重庆市北碚区复兴镇中心校是一所偏远的农村小学,为了突破学校素质教育的瓶颈,践行新课程理念,解决特色师资匮乏和特色学校建设等问题,而依托西南大学课程研究中心和美术学院,以复兴农村线描画为载体,以平行线为造型语言,以签字笔和打印纸为创作媒材,实现教师能教、学生易学,探究出复兴农村儿童线描画校本课程的开发途径,让农村孩子受到良好的艺术教育,从而促进学生素质的全面发展和人格健全,提高农村美术教师课程开发的执行力和自身的专业成长,对农村学校以开发与实施校本课程来推进艺术教育,实现教育均衡发展有一定的参考价值。 相似文献
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Pernilla Nilsson 《Asia-Pacific Journal of Teacher Education》2015,43(4):296-308
An important task for the preschool teacher is to create meaningful learning situations where children have opportunities to experience science. However, many teachers have both weak subject knowledge and a lack of confidence to teach science. The aim of the project presented in this article was to capture how nine preschool teachers developed their learning of and self-confidence in teaching science during a two-year professional development (PD) project while coplanning, coteaching, and coreflecting on their teaching activities. During the project, the preschool teachers’ self-confidence and attitudes played an important role for the their approach to science activities. Their collaborative learning and reflection became important for their PD and for the way science phenomena were included in the preschool context. As such, the project is based on opportunities for preschool teachers to develop their ideas about science and to reframe their work with the aim to stimulate children’s curiosity for science. 相似文献
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Pete Boyd 《International Journal of Early Years Education》2014,22(4):441-456
Learning conversations, dialogic interactions with adults, are important opportunities for children to develop their thinking as well as their speech and language skills. This area of teachers' practice is informed by a well-established body of research evidence and professional guidance literature. The design and facilitation of this practitioner research project was framed by a metaphor for teachers' professional learning as ‘interplay’ between the vertical domain of public, published, knowledge and the horizontal domain of the teachers' practical wisdom. The teacher researchers used a framework based on the published literature to analyse video clips of their conversations with children in early years workplace settings. The study highlights the power of video analysis as a prompt for professional learning within a practitioner research framework. The use of conversation strategies by these teachers involves a balancing act between competing agendas within their workplace setting. In addition to mediating the strategies proposed by the research evidence base to suit their own early years workplace settings, in part by emphasising speech and language development, the teacher researchers identified a useful strategy, based on transportable identity, of ‘stepping out’ of being a teacher, for example by positioning themselves as a playmate or family member. 相似文献
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Isauro M. Escamilla 《Studying Teacher Education》2018,14(1):3-21
In this article, a preschool teacher and an early childhood teacher educator describe and analyze their work co-creating and co-facilitating an early childhood inquiry group over seven years. The group consisted of veteran lead teachers, assistant teachers, instructional coaches, and an outside teacher educator at an urban, public preschool in San Francisco, California. Using the framework of narrative inquiry and portraiture, the article tells the story of the group’s formation, its structure, and its benefits for the participants’ personal and professional growth. The authors argue that an inquiry group is a highly viable, home-grown form of professional growth that relies on the group as a forum for self-study and reflection. The inquiry group provided the teachers with an increased understanding of child development and instructional strategies, a trusting public forum for sharing and validating their inquiry and teaching, and a communal opportunity to make visible the voices of teachers, children, and families. 相似文献