适于幼儿园新教师专业成长的园本教研方式  

On the Kindergarten-based Research for New Teachers

作　　者：宋武[1] 徐宇[2] 张璐琳[1] 

机构地区：[1]西南大学实验幼儿园,重庆400715 [2]重庆市教育科学研究院,重庆400015

出　　处：《学前教育研究》2014年第7期64-66,共3页Studies in Early Childhood Education

基　　金：重庆市哲学社会科学"十二五"规划项目(编号:2011YBJY070)的阶段性研究成果

摘　　要：幼儿园新教师因其知识面广、观念新、可塑性强等特点,多为幼儿园重点培养对象,但同时他们在专业认同的形成、专业技能的掌握、专业素养的养成等方面还存在一些困惑。幼儿园实施文化浸入式、学练结合式、反思提升式的园本教研,能够有效地帮助他们走出困惑,促进其专业成长。New teachers are often the focus of kindergarten teacher development. They could bring new concepts and practice to the kindergarten, but at the same time they are often confused about their future. The kindergarten could take different approaches to help them adapt to the new environment quickly.

关 键 词：新教师 专业成长 园本教研 

分 类 号：G615[文化科学—学前教育学]