“高质量”提升背景下幼儿教师教育者专业发展模式及实现策略  

The Professional Development Models and Strategies of Preschool Teacher Educators under the Background of Popularizing“High Quality”Preschool Education

作　　者：何静姝[1,2] 朱金卫 HE Jing-shu;ZHU Jin-wei(Shaanxi Vocational and Technical college,Xi’an 710061, China;Institute of Postgraduates, Xi’an International Studies University , Xi’an 710128, China;School of Education Sciences, Shaanxi Xueqian Normal University, Xi’an 710100,China)

机构地区：[1]陕西职业技术学院,陕西西安710061 [2]西安外国语大学研究生院,陕西西安710128 [3]陕西学前师范学院教育科学学院,陕西西安710100

出　　处：《榆林学院学报》2021年第5期124-128,共5页Journal of Yulin University

基　　金：陕西省教育厅重点科学研究计划项目(20JZ033);陕西职业技术学院课题(2021YX048)。

摘　　要：幼儿教师教育者专业发展决定着普及“高质量”学前教育的成败。目前,我国幼儿教师教育者专业发展主要存在“外铄”和“内塑”两种模式,即专业环境、成长机制、专业支持的规约,以及专业自我、专业素养、专业效能的选择。幼儿教师教育者专业发展应从“外铄”与“内塑”两个向度上展开,采取“内外融合”的发展模式。具体策略包括从外部为起点打造良好的环境、发挥名师的典范与引导、安排教师进行学术休假和进修、共建专业实践或专业学习共同体等;由内部为起点加强自身的专业认同、提升育人素养、积极地进行心理机制的培育与自我调适等。The professional development of preschool teacher educators determines the success of popularizing“high-quality”preschool education.There are external and internal models of the professional development for preschool teacher educators in China,that is,the regulations of environment,growth mechanism,support,and the choices of professional identity,competency and efficacy.The professional development of preschool teacher educators should adopt the integration of the internal and external model.Specific strategies include creating a good environment,setting up role models,providing academic leave and professional training,and building professional practice or learning communities by the administration or the government;reconstructing professional identity,enhancing educational literacy,and carrying out the cultivation of psychological mechanism and self-adjustment by teacher educators.

关 键 词：高质量 幼儿教师教育者 教师专业发展 模式 策略 

分 类 号：G615[文化科学—学前教育学]