团体学习中教师个人知识管理策略运用现状与问题分析  

On Preschool Teachers’ Personal Knowledge Management Strategy in Group Learning: Reality Investigation and Problem Analysis

作　　者：岳亚平[1] 

机构地区：[1]河南大学教育科学学院教育理论与实践研究所

出　　处：《幼儿教育（教育科学）》2009年第1期56-59,共4页Early Childhood Education(Educational Sciences)

基　　金：全国教育科学“十一五”规划项目(项目编号:FFB080535);河南省哲学社会科学规划项目(项目编号:2008FGY009)的阶段性研究成果

摘　　要：采用问卷、观察与访谈相结合的方法，对幼儿园团体学习中教师个人知识管理策略的运用现状进行调查，结果表明，在各级各类的团体学习活动中，教师运用个人知识管理策略的意识淡薄、管理策略数量十分有限、管理策略比较原始粗糙等现象普遍存在，这导致团体学习效率和质量不高，园本教研的有效性与实效性因此受到影响。Using the combined method of questionnaire, observation and interview, the researcher made an investigation into the reality of preschool teachers＇ application of personal knowledge management strategy in group learning and the results show that teachers＇ awareness of application of the strategy is weak, the management strategy is limited in amount and crude. These problems lead to the low efffciency and quality of group learning and the effectiveness of kindergarten-oriented teaching and research is weakened.

关 键 词：幼儿园教师 团体学习 个人知识管理策略 调查与分析 

分 类 号：G615[文化科学—学前教育学]