情境卷入式学习共同体——基于专业发展的幼儿教师职后培养模式研究  

Construction of Situation Involved Learning Community—An Exploration of the Post- career Training Model of Kindergarten Teachers Based on Professional Development

作　　者：陈晓芳[1] 王元艳[1] 赵灵萍[1] 

机构地区：[1]北京教育学院学前教育学院,北京100120

出　　处：《北京教育学院学报》2015年第5期12-17,共6页Journal of Beijing Institute of Education

基　　金：中国学前教育研究会"十二五"立项课题"基于专业发展的幼儿教师职后培训有效模式探究"(2011-YB-95)

摘　　要：从情境卷入式学习共同体的内涵、特征、实施过程三个方面论述了促进幼儿园教师从入职新手到成长为一名优秀教师的培养路径。在实施过程中,注重从"工作过程导向、学理知识重整"的新教师培养,到"幼儿学习观察为重、实践智慧增长"的成熟教师培养,再到"工学与研究并进,综合修养升华"的优秀教师培养的三段式职后培养体系。这种基于专业发展的职后培养,能促使幼儿教师在各自不同发展节点上的专业进阶式提升,从而让他们获得令自己满意的职业人生。This article discussed a training way on how to promote kindergarten teachers from novice recruits to eventually grow into a good teacher from the situation involved learning community construc-tion, especially from the perspectives of connotation, characteristics and practice. As for the "Practice"part, the article explained in detail the "three stage post-career training system", especially the new teacher training by the model of "working process oriented, and reorganization of learning theory and knowledge", mature teacher training by the model of"children learning to observe as the focus and thus a growth of practical wisdom", and excellent teacher training by the model of "promotion of learning and study together and thus a sublimation of comprehensive self-cultivation". This post-career training model based on professional development can promote pre-school teachers' professional development in different stages and help them achieve a satisfactory career life.

关 键 词：情境卷入式 幼儿教师 职后培养 学习共同体 

分 类 号：G615[文化科学—学前教育学]