伯恩斯坦“架构”理论视角下的园本培训模式探索  

Exploring the Model of Kindergarten-Based Training from the Perspective of Bernstein's Framework Theory

作　　者：魏洪鑫 刘晓颖 WEI Hong-xin;LIU Xiao-ying(College of Education,Capital Normal University,Beijing 100053,China)

机构地区：[1]首都师范大学教育学院,北京100053

出　　处：《赤峰学院学报（哲学社会科学版）》2024年第2期114-118,共5页Journal of Chifeng University：Philosophy and Social Science Chinese Edition

基　　金：2022年度北京市教育科学“十四五”规划一般课题:“‘以儿童发展为本’的幼儿园主题活动实施策略研究”(CDDB2259)。

摘　　要：园本培训旨在提升幼儿教师专业能力,当前园本培训主要模式为专题讲座、学术报告等,这类模式忽视培训者与受训者之间认知差异,教师在培训时普遍存在“四不愿”的现状。本研究基于伯恩斯坦的“架构”理论分析当前园本培训模式具有“强架构”特点,不利于知识的传递与传播。基于此,园所尝试搭建两种“弱架构”式培训模式,即“审辨式”“话题式”培训。打破培训的时空限制,鼓励教师积极参与并构架培训的模式,以此提升培训的效果。Kindergarten-based training aims to improve the professional ability of preschool teachers.Currently,the main modes of kindergarten-based training are special lectures,academic reports,etc.,which ignore the cognitive differences between trainers and trainees,and teachers generally have the status quo of"four reluctance"in training.Based on Bernstein's framework theory,this study analyzes that the current model of kindergarten-based training is characterized by strong framework,which is not conducive to the transfer and dissemination of knowledge.Based on this,the kindergarten tries to set up two weak framework training modes,namely critical training and topic training,to break the limitation of time and space of training,encourage teachers to actively participate in and construct the training mode,so as to improve the training effect.

关 键 词：“架构”理论 园本培训 模式 

分 类 号：G615[文化科学—学前教育学]