农村转岗幼儿教师职前培训的意义与有效模式  

On the Pre-service Training for Second Career Preschool Teachers in Rural Areas

作　　者：程秀兰[1] 王娇艳[2] 

机构地区：[1]陕西师范大学教育学院,西安710062 [2]延安大学教育科学学院,延安716000

出　　处：《学前教育研究》2014年第4期43-48,共6页Studies in Early Childhood Education

基　　金：陕西省社会科学基金项目"陕西省幼儿教育师资现状与供给保障机制研究"(编号:11N008)的阶段性研究成果

摘　　要：妥善安置农村富余中小学师资,使之通过培训顺利转岗为幼儿教师,是符合党和政府大力发展幼儿教育事业的政策导向的举措,有助于缓解当前幼儿教师数量缺口大、失衡流动且整体水平不高的矛盾,缓解当前幼儿教育经费严重不足的困境,也有利于促进这部分教师自身专业化成长与发展。为了保证农村转岗幼儿教师胜任新的教育教学任务,对其进行科学合理的职前培训必不可少。对转岗幼儿教师进行培训可以解决他们面临的幼儿教育观念问题、适应性问题及专业技能问题,从而提升农村幼教师资质量。"浸入式研修——问题研修——理论研修——反思研修——跟踪研修"五阶段模式是适合农村转岗幼儿教师职前培训的有效模式。In order to ensure that second career preschool teachers in rural areas are competent to the new task of education and teaching, it is essential for them to accept the pre-service training. The training can solve the conceptual problems of early childhood education, adaptability problems and professional skill problems faced by the second career preschool teachers in rural areas and improve their quality. The five-stage mode, ＂immersion study-probLem study-theory study-reflection study-tracking study＂, was proved be an effective mode for the second career teachers in rural areas.

关 键 词：农村学前教育 转岗教师 职前培训 培训模式 

分 类 号：G615[文化科学—学前教育学]