幼儿园新教师专业知识结构的特征分析  

A Characteristic Analysis of Novice Preschool Teachers’ Professional Knowledge Structure

作　　者：岳亚平[1] 

机构地区：[1]河南大学教育科学学院现代教育研究所

出　　处：《幼儿教育（教育科学）》2010年第3期35-38,共4页Early Childhood Education(Educational Sciences)

基　　金：全国教育科学“十一五”规划项目“个人知识管理策略与幼儿园教师自主专业发展关系研究”(项目编号:FFB080535);河南省哲学社会科学规划项目“个人知识管理策略与幼儿园教师自主专业发展关系研究”(项目编号:2008FGY009)的阶段性成果

摘　　要：知识结构是知识在个人成长过程中不断积累、沉淀并逐步形成的独具个人特色的知识系统，它影响和制约着教师知识水平的发挥和专业发展的步伐。本研究采用观察、访淡与文本分析相结合的方法，对幼儿园新教师的知识结构进行了特征分析，以期帮助他们全面了解自身知识结构的组成与缺失，并在逐步走出知识结构“瓶颈”的同时，加快知识获取的速度和专业成长的步伐。Knowledge structure is the unique knowledge system of an individual cumulated, deposited and formed during his personal growth. It influences and restricts the development level of a teacher＇s knowledge and the pace of his professional development. Through combined method of observation, interview and text analysis, the author made a characteristic analysis of novice preschool teachers＇ knowledge structure in hope of helping them fully understand the composition and inadequacy of their knowledge structure so that they can speed up their knowledge acquisition and professional growth while walking out of the bottleneck of their knowledge structure.

关 键 词：知识结构 幼儿园新教师 特征分析 

分 类 号：G615[文化科学—学前教育学]