幼儿园实习指导教师角色定位及指导策略调查  

An Investigation on the Role of Kindergarten Practice Instructors and Their Instructive Strategies

作　　者：邹群霞[1] 步社民[1] 

机构地区：[1]浙江师范大学杭州幼儿师范学院

出　　处：《幼儿教育（教育科学）》2011年第5期34-37,共4页Early Childhood Education(Educational Sciences)

基　　金：浙江师范大学承担的国家教育体制改革项目“加强幼儿园教师培养”(项目编号:04-111-109)、浙江师范大学青年基金项目"幼儿园实习指导教师的指导策略与专业成长研究"(项目编号:SKQN200816)的研究成果之一;浙江省教育厅新世纪教改项目“以专业能力达标为切入点,全面提升学前教育专业人才培养质量行动研究”(项目编号:YB09014);浙江省教师教育基地建设项目“幼儿园教师教育与幼儿园教育质量提升系列研究”(项目编号:2009202)

摘　　要：对幼儿园实习指导教师的角色定位和指导策略的调查发现，实习指导教师在指导实习教师时扮演多重角色，多采用提供教学示范、现场指导等方式指导实习教师。要提高实习指导效果，一方面建议实习指导教师营造宽松的实习氛围，建立与实习教师平等互助的合作关系，探索行之有效的指导方法，丰富指导内容；另一方面建议师范院校与实习幼儿园共同建立教育实习导师制度．为实习指导教师提供相关培训，同时构建多渠道的交流平台。A survey on the role of kindergarten practice instructors and their instructive strategies show that they play multiple roles when instructing student teachers and mainly adopt strategies such as demonstration and on-the -spot guidance. To achieve a better effect, it is recommendable for the instructors to create tolerant practical atmosphere, establish an equal and mutually helpful relation of cooperation, explore for more effective instructive methods and enrich instructive contents. On the other hand, normal universities may collaborate with practice kindergartens to construct supervisor system to provide the practice instructors with relevant training and to establish communicative platform of various forms.

关 键 词：幼儿园 实习指导教师 实习教师 角色定位 指导策略 

分 类 号：G615[文化科学—学前教育学]