基于专业学习的园本教研的内涵及其实施策略  

Kindergarten-based Teaching Research Based on the Professional Study:Its Connotation And Implementation Strategies

作　　者：曾艳 

机构地区：[1]重庆巴蜀幼儿园,重庆400013

出　　处：《学前教育研究》2011年第4期64-66,共3页Studies in Early Childhood Education

基　　金：全国教育科学"十一五"规划2007年度课题"促进幼儿创造性发展的教师支持性策略"(批准号:FHB070370)的阶段性研究成果

摘　　要：当前幼儿园的教研活动普遍存在重研讨、轻学习的倾向。造成这种现象的根源在于幼儿教师对专业知识不够重视,理论学习不足。为提高园本教研的质量,幼儿园教研必须走向基于专业学习的园本教研,遵循问题提出、分析检查自身知识、学习补充和调整自身知识、行动研究、分享交流经验的程序,开展能够充分激发幼儿教师专业学习热情,并促进其专业知识运用与交流的教研活动。The current kindergarten-based teaching research usually puts emphasis on discussion, look ing down upon the learning. This phenomenon is rooted in early childhood teachers, who don＇t value the professional knowledge, and lack of theoretical study. Therefore, kindergarten-based teaching research must be based on professional learning. In order to improve the quality of teaching and research, we should focus on the teaching problems, analyze and inspect our own knowledge, learn to complement and adjust our knowledge, take action research, share and exchange experiences.

关 键 词：幼儿教师 专业学习 园本教研 

分 类 号：G617[文化科学—学前教育学]