从专题到现场:相互衔接与呼应的培训方式  

On the Training Ways Combining the Special Topic with Research on the Spot

作　　者：刘占兰[1] 

机构地区：[1]中央教育科学研究所,北京100088

出　　处：《学前教育研究》2006年第10期44-47,共4页Studies in Early Childhood Education

基　　金：全国教育科学十五规划教育部重点课题"改善在职幼儿教师培训过程与方式的研究"的部分成果。

摘　　要：在职培训与教研方式直接影响着幼儿教师的专业发展。专题培训与现场研修相互衔接与呼应的在职培训方式,是在吸纳近20多年来有影响的培训方式的成功经验并弥补其局限性的基础上,经过几年的反复实践形成。在专题培训中,教师通过自己的亲身经历和体验,获得对新理念和新策略的真正理解和感悟;再进入教育现场进行实际运用和创造性的使用,并伴随着现场研修;实践中的问题又将成为专题培训的内容。这是一个循环延续、不断螺旋上升的研训一体化的培训过程,一种理念与行为不断转化的过程。这一过程有效地促进了幼儿教师的专业发展。Training at the post and research directly influence the professional development of kindergarten teachers. The training combined with research is based on getting the successful experience and making up for the limitations in the past 20 years. And it is formed after years of practice. Teachers really understand new ideas and tactics from their own experiences. Then they enter the education place using them practically and creatively. At the same time, they do some research on the spot. The problems in practice will become the contents of special topics. This is a recursive rising training process combining research with training. It is also a process of ideas＇ changing constantly into behaviors. The process effectively promotes the professional development of kindergarten teachers.

关 键 词：在职培训 专题培训 现场研修 培训方式 教师专业发展 幼儿园 幼儿教育 

分 类 号：G612[文化科学—学前教育学]