美国幼儿教育从业者专业发展体系:内容框架、实施路径及启示  

The Experiences and Enlightenment of Early Childhood Professional Development System of the United States

作　　者：胥兴春[1] 杨聃旎 XU Xingchun YANG Danni

机构地区：[1]西南大学教育学部学前教育学院 [2]成都福禄培尔国际幼儿园

出　　处：《外国中小学教育》2017年第3期45-49,10,共6页Primary & Secondary Schooling Abroad

基　　金：教育部人文社会科学规划项目"民办幼儿园教师身份定位与保障机制研究"(课题编号:15YJA880082)的阶段性成果

摘　　要：高质量的师资队伍是幼儿教育质量的保证。基于对幼儿教育从业者素质要求不断提高的背景,美国各级政府建立了"幼儿教育从业者专业发展体系"(ECPDS)。该体系在四大核心原则的基础上,提出了六大政策执行系统和四大实施路径,有效地促进了幼儿教育从业者的专业化发展。我们可以借鉴美国成功的经验,通过由标准向认证的转化、建立补偿保障机制及督导评估体系等措施提升我国幼儿教师的专业发展水平。High-quality professional teachers is a guarantee of quality early childhood education. Based on the background of American children practitioners＇ professional development, government established the Early Childhood Professional Development System（ECPDS）. This system proposed six policy areas and four key implementations based on four core principles. We can learn the successful experiences of ECPDS to improve our country＇s preschool teacher professional development level. The main recommendations include： to improve the ＂kindergarten teacher professional standards＂ rules, to develop equality of treatment compensation mechanism, and to establish evaluation system to ensure early childhood professional development.

关 键 词：幼儿教育从业者 专业发展 

分 类 号：G619.712[文化科学—学前教育学]