人才培养模式视角下乡村幼儿教师补充的困境与出路  

The Pre-school and Pre-service Education Training Model and Supplement Dilemma of Rural Preschool Teachers

作　　者：周端云[1] 谢勇 ZHOU Duan-yun XIE Yong(Department of Preschool Education, Hunan Vocational College for Nationalities, Hunan, Yueyang, 414000 Tiantang Town Secondary School, Hunan, Shaoyang, 422100)

机构地区：[1]湖南民族职业学院学前教育系,湖南岳阳414000 [2]塘田市镇中学,湖南邵阳422100

出　　处：《教师教育论坛》2017年第1期70-75,共6页Teacher Education Forum

基　　金：湖南省教育科学"十二五"规划课题"湖南省乡村幼儿教师补充机制研究"(编号:XJKO15BZY026)研究成果

摘　　要：乡村幼儿教师补充在政策上面临巨大机遇,在实践上却遭遇重重困难。学前教育人才培养目标中服务乡村幼儿园功能的缺失,课程设置中乡村教育情怀的缺位,教学实践中乡村幼儿园的祛魅,导致乡村幼儿教师补充困难重重。因此,促进学前人才培养与乡村幼儿园教师补充的对接应制定有利于乡村幼儿教师补充的职前幼师人才培养目标,设置有利于培养幼师生乡村教育情怀的课程体系,凸显实践教学的乡村特色。From the policy perspective, the rural early childhood education and teachers enter a thriving times. From the perspective of pre-service education, we have great difficulties in improving rural preschool teachers. The absence of serving function in the training goal, the lack of feeling in courses and teaching practice to the rural early childhood education make the supplement dilemma of rural preschool teachers. So it is necessary for us to have rural character training goal, course and practice teaching to improve the supplement difficulty of rural teachers.

关 键 词：学前教育 人才培养模式 乡村幼儿教师 补充的困境 

分 类 号：G615[文化科学—学前教育学]