教师专业化对幼儿教师现有素质结构的挑战及有关对策  

Challenges of Specialization to the Present Preschool Teachers' Quality Structure and Measures

作　　者：姜珊珊[1] 王晖[1] 

机构地区：[1]大庆师范学院教育科学学院,黑龙江大庆163712

出　　处：《大庆师范学院学报》2008年第4期143-147,共5页Journal of Daqing Normal University

摘　　要：教师专业化思潮推动了各国幼儿教师教育新理念和新制度的建立,幼儿教师专业化已成为促进幼儿教师教育发展和提高幼儿教师素质的重要方略。理想的幼儿教师素质结构应包括职业知识、职业技能、专业精神、人格特质。教师专业化对幼儿教师的文化水平、知识技能结构、持续专业成长、专业精神等方面提出挑战。因此,应该从幼儿教师的职前教育、职后培训入手,提高幼儿教师文化水平,完善其素质结构。Thoughts about specialization of teachers promote the establishment of new ideas and new system on preschool teachers＇ education of all countries. The specialization of preschool teachers has become an important strategy of preschool teachers＇education development and their quality improvement. An ideal quality structure of preschool teachers should include professional knowledge, skills, sprit and personality traits. The specialization challenges preschool teachers＇ intellectual level, knowledge and skills structure, sustainable specialty development and professional sprit, etc. Therefore, we should start with the pre - vocational education and post - job training of preschool teachers while we improve their intellectual level and quality structure.

关 键 词：教师专业化 幼儿教师 幼师专业素质 

分 类 号：G610[文化科学—学前教育学]