幼儿园教师课程素养的区域提升路径  

The Regional Improvement Path of Kindergarten Teachers’Curriculum Literacy

作　　者：张琼 ZHANG Qiong(Teaching and Research Office,Wujiang District Education Bureau,Suzhou 215200 China)

机构地区：[1]苏州市吴江区教育局教研室,苏州215200

出　　处：《学前教育研究》2024年第12期84-87,共4页Studies in Early Childhood Education

基　　金：江苏省2023年度教师发展研究重点课题“区域提升幼儿教师课程素养的实证研究”(编号:jsfz-b38)。

摘　　要：幼儿园教师的课程素养是提升幼儿园课程实施水平、促进幼儿适宜性发展的重要因素,且其发展还可助推教师专业素养的整体提升。当前幼儿园教师课程素养培养存在教师自身认识不足、反思意识缺乏以及外部条件支持不足等问题。区域协同可以为教师课程素养提升搭建起良好的平台,行政管理者和园所领导者可以通过区域共同体的建构,通过设置共同的课程素养发展目标和机制,借助区域教研和教师自主学习等手段,着力提升幼儿园教师的课程素养。The curriculum literacy of kindergarten teachers is an important factor to improve the implementation level of kindergarten curriculum and promote the development of children’s suitability,and its development can also promote the overall improvement of teachers’professional literacy.At present,there are some problems in the curriculum literacy training of kindergarten teachers,such as lack of self-awareness,lack of reflection consciousness and lack of external support.Regional cooperation can build a good platform for the improvement of teachers’curriculum literacy.Administrators and kindergarten leaders can focus on improving kindergarten teachers’curriculum literacy through the construction of regional communities,by setting common curriculum literacy development goals and mechanisms,and by means of regional teaching and research and teachers’independent learning.

关 键 词：幼儿园课程 课程素养 区域共同体 

分 类 号：G615[文化科学—学前教育学]