幼儿教师的专业精神及其培养述论  

Preschool Teachers' Professionalism and Its Nurturing

作　　者：雷茹[1] 

机构地区：[1]凯里学院教育科学学院,贵州凯里556000

出　　处：《江苏师范大学学报（哲学社会科学版）》2013年第S1期39-41,共3页Journal of Jiangsu Normal University：Philosophy and Social Sciences Edition

摘　　要：幼儿教师专业精神是幼儿教师专业发展的核心,其内涵包括专业理解与认同、专业美德以及专业使命感。虽然幼儿教师专业精神的形成过程具有鲜明的个体差异性,但也不排除形成过程要素的共同性:在幼儿教师专业教育中,首先要注重引导幼儿教师形成专业理解与专业认同;其次,要在专业实践中形成专业美德;第三,要学会反思与合作;第四,要树立终身学习的理念,并形成终身学习的能力。Professionalism is the essence of preschool teachers' professional development.Its conception includes the understanding of teachers' profession and identity,teachers' virtue and teachers' mission.Apart from the differences,there are some similarities in the development of preschool teachers' professionalism.Enhancing the awareness of teachers' profession and identity,forming teachers' virtues in practice,learning to reflect and cooperate and forming the conception of life-long learning and the ability of life long learning are the common elements in the nurturing of preschool teachers' professionalism.

关 键 词：幼儿教师 专业精神 培养 

分 类 号：G615[文化科学—学前教育学]