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1.
职前幼儿教师培养应当培养理解和关心儿童的儿童研究者和反思实践者,最终以指向师生的幸福生活为旨归。基于此的教学应对是设立以全面发展为核心的教学评价体系,倡导幼儿教师自主成长;采用"研习—实践"教学模式,使幼儿教师在实践中理解儿童;构建关注儿童的幼儿教师伦理文化,促进幼儿教师自我理解。 相似文献
2.
Ignasia Renatus Mligo 《Early Years: An International Journal of Research and Development》2016,36(4):353-367
The aim of this study was to examine teachers’ perceptions and concerns about the implementation of the preschool curriculum developed over 10 years (2005–2015). This paper reports findings from an interpretive case study design in four preschool settings in Tanzania with 12 teachers and 8 parent participants. Data were generated using interviews and documentation. The research focus was on how teachers have implemented the 2005 preschool curriculum. The findings indicate that the implementation of the curriculum was problematic due to teachers’ lack of knowledge of a child-centred pedagogy. In addition there were no teachers qualified to work with young children, overcrowded classrooms, poor teaching and learning environments, and insufficient teaching and learning materials and facilities. This study recommends that to improve the current situation and attain quality provision of early education, teachers need to develop their professional knowledge through in-service training. The government policy planners need to provide initial teacher education, professional development, and conducive teaching and learning environments with available resources for effective teaching and learning practices. 相似文献
3.
从心理学的角度看来,我国学前教育面临的许多困难源自于对学前儿童、家长与学前教师的角色认识不清。本文通过梳理我国学前儿童、家长与学前教师社会角色的历史和现状,为理解目前学前教育遇到的困难提供帮助。研究发现在中国传统社会中,父母,且主要是母亲承担教育和养护的责任,儿童服从父母的管教并尽孝（主要是对母亲）;现代中国教育和养护的责任由父母、祖父母、学前教师共同承担,各主体的角色相较传统社会更具矛盾性。 相似文献
4.
审美想象力是个体审美能力重要的组成部分。幼儿文学特有的美学特质决定了可以通过有效的鉴赏活动,培养学生的审美想象力。因而,教师紧扣幼儿文学的美学特质,通过感受、朗读、创作等生动活泼、行之有效的课堂教学,有计划、有目的地培养学生的审美想象力,从而达到全面提高学前教育专业学生个体审美能力的目标。 相似文献
5.
Fatima Al-Maadadi 《International Journal of Early Years Education》2016,24(4):435-447
Writing often begins during the very early years of childhood; however, some children first learn writing when they begin attending school. Teachers’ beliefs about early writing development can influence when and how children learn to write. The purpose of this study was to determine kindergarten teachers’ beliefs about the development of children’s emergent writing in Qatari preschool settings. A 30-item questionnaire was completed by 93 kindergarten teachers with a range of qualifications, years of teaching experience, areas of specialisation, and preschool teaching level. They were selected from private and government-funded schools in Doha. The questionnaire consisted of four components: mechanisms of writing, concepts of writing, conventions of writing, and composing. The questionnaire responses indicated that teachers hold positive beliefs regarding most emergent writing components, with concepts of writing receiving the highest mean score, followed by mechanisms of writing. The results also revealed statistically significant differences among teachers due to a number of study variables. Based on these findings, the researchers offered a number of suggestions and recommendations aimed at promoting children’s emergent writing in Qatari preschool settings and similar contexts. 相似文献
6.
吴远芳 《成都教育学院学报》2014,(3):122-125
对中山市5个区和24个镇的48所幼儿园抽样调查,充分了解学前儿童科学教育家园互动的状况,发现人口统计学特征、家长的家庭背景、幼儿园的等级、学校和教师组织互动活动具体情况对家园互动效果的影响。对家园互动效果满意度影响因素进行回归分析,发现:家长和教师对学前儿童科学教育互动的认知是影响互动效果及满意度的重要因素,具体的家园互动活动过程的设计和幼儿园的性质是影响互动效果及满意度的主要因素之一。建议:幼儿教师思想上高度重视家园互动;活动设计上尊重幼儿的身心发展特点;加强家园沟通,挖掘家庭教育资源等。 相似文献
7.
张丽颖 《中国教育技术装备》2012,(18):67-68
硬笔书法是幼儿师专院校一门重要的工具性基础课程。对幼专生三年硬笔书法教学进行整体规划,采用多种教学方法有序训练,能够使学生系统地掌握硬笔书法基本知识和基本技能,为未来从事幼儿园写字教学奠定坚实的基础。 相似文献
8.
刘晓峰 《佳木斯教育学院学报》2012,(8):218-218
幼儿教师肩负着儿童启蒙教育的重任,也直接关系着下一代人的成长,有专家认为新时代的幼儿教师应具备以下特征:丰富的教育理念和教育能力;与幼儿以及家长进行良好互动和沟通的能力;掌握孩子发展水平并尊重孩子的生长发育规律的能力以及对环境的设计和使用能力。但是,就幼师专业传统的教育教学方式来看,具有一定的缺点和闭塞性,笔者结合自己多年来的教育教学实践谈谈自己的看法。 相似文献
9.
学前教育是由家长及教师利用各种方法、实物,有系统、有计划而且科学地对幼儿的大脑进行刺激,使大脑各部位功能逐渐完善而进行的教育.它属于教育学中一项非常重要的内容,是教育学发展过程中所形成的一个流派,其研究和教育的对象是幼儿.随着时代的发展,幼儿教育越来越受到重视,学前教育的理论性指导也显得格外重要.文章结合教学实践,对学... 相似文献
10.
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
11.
实施学前全纳教育是实现学前特殊儿童受教育权利的有力保障。学前全纳教育对幼儿教师提出了新的挑战,为了应对这个挑战,需要培养全纳型幼儿教师。结合我国幼儿教师教育现状,对全纳型幼儿教师的培养提出以下建议:改革职前教育体制,培养合格的全纳型幼儿教师;加强在职培训,促进全纳型幼儿教师的专业发展。 相似文献
12.
杨琳琳 《淮南师范学院学报》2013,15(3):96-99
幼儿园教师是履行幼儿园教育工作职责的专业人员,高师本科学前教育是培养幼儿园教师的重要基地,其培养目标的构建影响到学前教育人才培养的规格和幼儿园教师专业化发展的质量。基于《幼儿园教师专业标准》的视角,我们把学前教育本科专业培养目标定位为:培养自觉尊重幼儿的权益和主体地位,尊重幼儿的身心发展特点和保教活动规律;具有职业理想与职业道德,尊重和热爱幼儿,能为人师表、履行教书育人的教师基本职责;掌握系统的幼儿发展知识、幼儿保育和教育知识和广博科学文化知识,并具有将其积累转化为实践智慧和情景性知识的能力;具有终身学习与持续发展的意识和能力的学前教育专业化人才。 相似文献
13.
Uršula Podobnik 《Teaching Artist Journal》2017,15(2):51-63
Increasingly, children who start school have already acquired basic reading and writing skills provided by their parents or preschool teachers. However, even if we choose to accept the fact that by teaching preschool children how to read and write parents wish to help them integrate successfully into the school environment and methods of work, we still need to emphasize that certain activities are not in balance with the needs, abilities, and potentials of a preschool child. At the same time some other possibilities are not being used enough (e.g., visual art). The present research introduces this aspect and presents training prewriting skills based on visual art activities given that visual art represents one of the primary media that every child spontaneously uses in his or her preschool years. 相似文献
14.
学前教育专业舞蹈教学的三层次分析 总被引：1，自引：0，他引：1
李娜 《苏州教育学院学报》2012,29(6):92-94
学前教育专业舞蹈教学有别于其他方向的舞蹈教学,有其自身的独特性。为使学生在将来的幼师工作岗位上更规范、更准确地运用所学的舞蹈知识进行幼儿美育教育,在教学中,应从“表演能力”“教学能力”“编创能力”这三个层次出发,有目的、有计划地开展学前教育专业学生的舞蹈教学活动。 相似文献
15.
目前大多数农村地区的幼儿教育明显发展不足,存在诸如家长对幼儿教育认识片面、幼师普遍教育素质低下等问题。提出完善幼儿教师培训制度、建立资源共享教研平台、注重幼师人本化发展等策略,提高农村幼儿教师的专业水平。 相似文献
16.
ABSTRACTTransition from early childhood education to primary school is a complex phenomenon. This situation, moving from one educational system to another, is exciting, but can also be stressful for the child, her family and preschool teachers. Smooth transition to primary school helps children feel secure, relaxed and comfortable in their new environments. The current study, highlighting how Estonian preschool teachers comprehend their pedagogical activities in supporting children’s school readiness, was conducted using semi-structured interviews. There were 15 participants, preschool teachers, who at the moment of research taught in groups where children were between the ages of 6 and 7. As a result of completing the above procedure, research findings highlight that there is a lack of collaboration between preschools, schools and local neighbourhoods, but teachers try different methods individually when introducing school environment to children. 相似文献
17.
对128位在北京生活的3~6岁流动幼儿的父母进行调查发现,家庭经济条件一定程度上制约着流动幼儿接受学前教育的质量,但经济条件不是流动幼儿接受学前教育的唯一限制因素;流动幼儿所在园所教师对孩子的态度较好,但是园所环境、设施、膳食及教育教学水平一般;大部分流动幼儿的家长希望孩子能进入附近费用较低廉的公办园或免费儿童活动中心接受学前教育。 相似文献
18.
为改革和提高幼儿教育的质量,一支高素质的幼儿教师队伍是不可或缺的。而高素质的幼儿教师队伍建设,涉及到幼儿教师的培养、录用与选拔、在职培训等诸多方面。战后,日本建立健全了一整套幼儿教师教育的体系,有效地保障和提高了幼儿教师的素质能力,促进和推动了幼儿教育的发展。 相似文献
19.
Yves Prêteur Eva Louvet-Schmauss 《European Journal of Psychology of Education - EJPE》1992,7(1):39-49
As a continuation of research carried out by E. Ferreiro, we adopted a socio-constructivist approach to the question of how young children of 5–6 years of age conceptualize the writing system taking into account both their social background and their preschool system of education. Our sample was made up of 308 children of preschool level; 225 French children and 83 German children were asked to write a series of words without the help of a model. p The results we obtained confirmed our hypotheses: the pedagogical activities used in the French infant schools did not help the children to conceptualize the writing system better than the game activities (which had nothing to do with writing) used in the German kindergartens. Furthermore, we found that the socio-cultural background played an important role in both countries. The influence of the prevailing ideas about teaching and learning how to write, based on maturationism and empirism-associationism, are discussed with reference to the constructivist model. 相似文献
20.
幼儿教师实践智慧作为关注幼儿成长需要、应对教学活动突发事件以及支持教师专业成长的重要因素,在引导幼儿身心成长和促进教师专业发展中起关键作用,是当前学前教育研究的热点领域。其优化途径和策略的探索发掘也是当前众多学者普遍关注的问题。基于对幼儿教师实践智慧存在价值与基本理念的认识,文章提出尊重幼儿教师个体的实践创造、加强幼儿教师的专业实践训练、建立幼儿教师实践智慧共享机制、鼓励幼儿教师进行实践反思与自我超越的优化途径和策略,旨在帮助幼儿教师在其专业实践中更好地获得、分享自己的实践智慧,促进专业成长,为幼儿成长提供更为优质的指导。 相似文献