幼儿教师实践性知识发展状况研究  

Development of Kindergarten Teachers' Practical Knowledge

作　　者：张淑琼[1] 

机构地区：[1]金华职业技术学院

出　　处：《教育学术月刊》2015年第4期75-80,共6页Education Research Monthly

基　　金：浙江省教育厅2012年度教师教育科研项目"幼儿教师实践性知识现状及发展研究"成果;浙江省哲社规课题"实践性知识视域下的农村幼儿教师继续教育模式构建研究"成果;课题编号:13NDJC08YBM

摘　　要：幼儿教师实践性知识日益成为幼教事业发展的核心问题。通过调查研究发现:幼儿教师各类实践性知识掌握不均衡;幼儿教师的实践性知识存在一定的发展阶段;反思是幼儿教师实践性知识获得的有效途径。基于此,提出相关的建议:有针对性地加强幼儿教师实践性知识的培养;引导幼儿教师形成有效的反思实践模式。Since 1980s, the practical knowledge of kindergarten teachers has become a more and more hot topic in the field of kindergarten teacher education in most of countries.This research used the questionnaire to study 162 teachers of 18 kindergartens.The results showed that five kinds of kindergarten teachers ' practical knowledge are not balanced; Kindergarten teachers' practical knowledge is still on the basic stages;Reflection is an effective approach to acquire kindergarten teachers' practical knowledge.Based on the results, two suggestions was put forward as strengthening kindergarten teachers' practical knowledge accordingly and guiding kindergarten teachers to form a effective reflective practice model.

关 键 词：幼儿教师 实践性知识 反思 

分 类 号：G615[文化科学—学前教育学]