不良教学习惯:幼儿教师专业发展的桎梏及其破解  

Undesirable Teaching Habits: the Shackles of the Professional Development of Kindergarten Teachers and Its Solutions

作　　者：王一雯[1] WANG Yiwen(Faculty of Education, Southwest University, Chongqing, 400715, China)

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《教育与教学研究》2016年第10期49-53,共5页Education and Teaching Research

摘　　要：教学习惯,作为一种较稳定的行为模式,在一定程度上起着决定幼儿教师专业发展的作用。然而,不良的教学习惯往往成为阻碍幼儿教师专业发展的桎梏,表现为:疏离价值认知、拘泥思维方式、固化知识体系、束缚教学行为等。究其原因,琐碎工作与微薄薪资的强烈反衬,自我发展取向和园所文化的严重背离,教师本体自为性与自在性的现实纠结,致使某些不良教学习惯成为阻碍幼儿教师专业发展的桎梏。政策法规机制的激励与鞭策、优秀园所文化的示范与引领、教师自觉更新意识的唤醒与培养,已成为破解幼儿教师专业发展桎梏的现实路径。Teaching habits, as a stable behavior model, to a certain extent, play a role in promoting the professional development of kindergarten teachers. However, undesirable teaching habits may become obstacle to prevent the professional development of kindergarten teachers, which is manifested as： alienating value cognition, rigidly adhere to the way of thinking, curing knowledge system, bounding teaching behavior and so on. The reason is that： strong contrast between trivial work and meager salary, serious departure between self development orientation and the kindergarten culture, practical tangle between teacher＇ s self-performance and underlying presence, causing some bad teaching habits to become the shackles of the professional development of kindergarten teachers. Then, the incentive and spur of the policy and regulation mecha-nism, the demonstration and guidance of excellent park culture, the awakening and cultivation of teachers＇ eonseiousness of renewal, has be- come the realistic path to crack the shackles.

关 键 词：教学习惯 幼儿教师 专业发展 

分 类 号：G615[文化科学—学前教育学]