职前幼儿教师“儿童行为观察与支持”实践检核及提质路径研究  

Researchonthe Practice Test andImprovement PathofKindergarten Quasi-teachers’“Children’sBehaviorObservationandSupport”

作　　者：谭恒[1] 康华明[1] TAN Heng;KANG Hua-ming(School of Teacher Education,Zunyi Normal University,Zunyi 563006,China)

机构地区：[1]遵义师范学院教师教育学院,贵州遵义563006

出　　处：《遵义师范学院学报》2023年第2期117-121,共5页Journal of Zunyi Normal University

基　　金：2022年贵州省高等学校教学内容和课程体系改革项目(GZJG20220823);遵义师范学院2023国家(省部)级社会科学基金培育课题(2023KYYB17)。

摘　　要：观察既是幼儿教师必备的能力,也是幼儿教师了解幼儿发展状况的基本途径。调研发现:职前幼儿教师的观察能力存在工作及幼儿园发展需要“上手快”与实际“适应慢”的问题。基于此,本研究以儿童行为观察与指导课程为例,从多个维度对职前幼儿教师的“儿童行为观察与支持”能力进行检核,并提出职前幼儿教师“儿童行为观察与支持”能力提升的主要路径,以期能使职前幼儿教师在对儿童行为进行观察与支持的过程中,真正做到“看得见-能理解-会支持”。Observation is not only the necessary ability of preschool teachers,but also the basic way for kindergarten teachers to under-stand the development of children.The survey found that the observation ability of quasi teachers has the problems of“quick start”and“slow adaptation”.Based on this,this study takes the observation and guidance course of children’s behavior as an example to check the quasi teachers’ability to observe and support children’s behavior frommultiple dimensions,and proposes the main path to improve the quasi teachers’ability to observe and support children’s behavior,so as to enable quasi teachers to truly“see,understand and sup-port”in the process of observing and supporting children’s behavior.

关 键 词：职前幼儿教师 儿童行为观察与支持 实践检核 

分 类 号：G652.3[文化科学—教育学]