幼儿园教师“关于幼儿学习的知识”现状与发展对策  

On the Status and Development of Kindergarten Teachers' Knowledge about Children's Learning

作　　者：郑志辉[1] 刘德华[1] 

机构地区：[1]湖南师范大学教育科学学院,长沙410081

出　　处：《学前教育研究》2016年第8期67-69,共3页Studies in Early Childhood Education

基　　金：教育部人文社会科学研究规划项目"新时期幼儿园教师专业准入标准的研制研究"(编号:11YJC880039)

摘　　要："关于幼儿学习的知识"在幼儿园教师专业发展中有着重要作用。当前幼儿园教师"关于幼儿学习的知识"不容乐观,究其原因,与重"教研"轻"学研"的园本教研文化、重知识轻能力的学前教师教育课程教学文化、重经验轻批判的教师经验主义文化等有关。为促进教师"关于幼儿学习的知识"的发展,应树立教师即幼儿学习研究者的理念,以项目学习为抓手夯实教师的研究能力,积极开展幼儿学习故事交流,提升园本教研文化。Kindergarten teachers＇ knowledge about children＇s learning refers to the grasp of children＇s learning rules and process, the understanding of children＇s learning difficulties and the countermeasures. Knowledge about children＇s learning plays an important role in teachers＇ professional develop- ment. However, the status of kindergarten teachers＇ knowledge about children＇s learning is not optimistic because of the culture of kindergarten-based research that is paid much attention to teaching instead of learning, the culture of teacher education curriculum and teaching that prefers knowledge to capacity, and the teachers＇ empiricism culture of caring for experience instead of criticism and so on. It need to take effective measures to develop and enrich kindergarten teachers＇ knowledge about children＇s learning.

关 键 词：“关于幼儿学习的知识” 学科教学知识 专业知识 

分 类 号：G612[文化科学—学前教育学]