新西兰“学习故事”对幼儿教师PCK发展的启示  

Enlightenment for Preschool Teacher’s Pedagogical Content Knowledge from“Learning Story”in New Zealand

作　　者：高芹[1] Gao Qin(School of Teacher Education,Qujing Normal University,Qujing Yunnan 655011,China)

机构地区：[1]曲靖师范学院教师教育学院,云南曲靖655011

出　　处：《曲靖师范学院学报》2021年第4期83-86,共4页Journal of Qujing Normal University

摘　　要：“学习故事”是一种运用叙事方式进行幼儿评价的方法,教师不仅要能够专业解读幼儿的“学”,还要能为幼儿的发展提供适宜的教学策略。借鉴学习故事的实施与开展,不仅能推动幼儿走向更广阔的发展空间,还有助于幼儿教师PCK地迅速生长和有效提升,促进幼儿教师的专业发展。“Learning Stories”is a method to assess children’s learning capacity by teachers’narrative.The teacher not only interprets the children’s learning professionally but puts forward suitable strategy for the development of children.Learning from the“Learning Stories”practice,we can promote children’s learning development wider and help teacher’s pedagogical content knowledge grow and improve quickly and effectively and promote the development of preschool teachers.

关 键 词：学习故事 幼儿教师PCK 魔法时刻 学习倾向 

分 类 号：G613.4[文化科学—学前教育学]