幼儿园低幼儿童教育师资队伍建设研究

【作者】 张振平；

【导师】 史晓燕；

【作者基本信息】 河北师范大学 ， 教育管理， 2007， 硕士

【摘要】 文献检索及调查表明,目前0～3岁低幼儿童教育出现了一些新的动向,主要表现为幼儿园已经出现多样化的低幼儿童教育形式、“随小班就读”现象彰显低幼儿童教育社会需求、幼儿园托班或亲子班具有巨大的潜在生源。而幼儿园低幼儿童师资队伍却不能适应当前早期教育发展形势,突出的问题是,师资总体数量不足、师资整体素质偏低、师资专业程度不高。《幼儿园教育指导纲要(试行)》是幼儿园师资队伍建设的指导思想。应依据《纲要》总的目标和要求开展师资建设;依据《纲要》规定的“幼儿园教育内容与要求”构建教师知识结构;依据《纲要》提出的“幼儿园教育活动的组织与实施要求”定位教师角色;依据《纲要》的幼儿园教育评价标准,更新教师教育理念。幼儿园教育实际是开展师资建设的现实基础。当前,幼儿园低幼儿童教育处于起步阶段,教育水平参差不齐、低幼儿童教育城乡差别较大、软硬件建设缺乏规范、低幼儿童教育地域性发展不均衡、缺乏相应规范的标准等等。幼儿园低幼儿童师资建设兄弟省、市经验和做法值得借鉴。如北京市开展的“早期教育”、上海市对早期教育的规范等。开展幼儿园低幼儿童师资队伍建设应编制并执行幼儿园低幼儿童教育师资标准——编制要依据低幼儿童身心发展规律、考虑低幼儿童教育师资与普通幼儿教师差异;关注职业道德、文化素养、专业理论知识与技能、学习与发展能力五个方面的内容。建立多元化的幼儿园低幼儿童教育师资培训模式——构建多元化低幼儿童教育师资培训体系、组建官方低幼儿童教育资源中心、创办低幼儿童教育群众性学术团体、构建以“园本课程”为主体的培训机制。拓展幼儿园低幼儿童教育师资培养渠道——在大中专师范院校开设早期教育专业、与劳动部门联合开展育婴职业资格认证、建立开放式的低幼儿童教育师资准入制度。加大各级政府对学前教育师资队伍建设的投入、扶植和监管力度——推行大中专师范院校早期教育专业学生免费就读制度、提高大中专师范院校学前教育专业入学层次、加大对私立托幼园所师资队伍的监管力度、学前教育师资纳入独立的行政编制及职称评聘系列。更多还原

【Abstract】 Literature retrieval and investigations indicated that the education of 0-3 year old low young children appeared some new trends, which has mainly emerged in the form of diversification. "With the small class studying "the phenomenon demonstrates the social needs for the infant children education, and there has been huge potential fresh resources in the kindergarten education. Infant teachers, however, can’t meet the current developing demands of the infant education because of a series of problems. The most prominent ones are: the quantity of teachers is insufficient, the quality of the teachers is somewhat low, the teachers’professional levels are not high ."Education guidance program for the Kindergarten (draft)" is the guiding ideology which carries out the construction of the kindergarten teacher troops. So we should rest on the overall goal and requests in the program to carry out the teachers’construction, we should rest on the "Program"—"with the demands of kindergarten education " to stipulate the knowledge structure of teacher, we should rest on the "Program"—"activities of the organization and implementation of kindergarten education requirements," to locate the teacher role ,and rest on the "program "—the kindergarten education evaluation criteria, to update teachers’education concepts. Kindergarten teacher education is the practical foundation which performs the construction of the teacher troops. The kindergarten low young children’s education is not only at an early stage but also vary greatly in urban and rural areas, the levels of education are also different, software and hardware construction is lacking in corresponding criterion. The low young children’s education is not balanced in regional development, besides, corresponding normative standards are destitute etc. So we should learn experience and practice from neighboring provinces which do better in infant Children teachers’construction. Such as Beijing "early education", Shanghai early education standards.The implementation of standards should be prepared and put into use in the process of developing the construction of kindergarten teachers. The standards are supposed to obey infants’mental and physical development. At the same time, the differences between infant children and ordinary children should also be considered .In addition, teacher ethical concerns , cultural accomplishment ,specialized theory knowledge and skill ,study and development ability five aspects contents are supposed to be concerned. Therefore we should build a pluralistic kindergarten teacher training model -- construct diversified infant children’s education teacher training system ,establish official infant children’s education resource center, found the masses academic organization for infant children, set up the "Garden of the curriculum" as the main mechanism for training, expand diversified channels for kindergarten teachers at the secondary school teacher training institutions -- early education professionals, to unite the development with the labor department to nurture the infant professional qualifications authentication , establish an open-access system for the young children teachers to enter. Governments at all levels should increase and strengthen the input、support and the supervision to the building of the pre-school teachers, that is to say, expand the regulations in the Teaching Universities and Normal Schools that pre—school education majors can attend school freely, improve pre-school professional levels, intensify the supervision of the teachers in private care centers. Pre–school teachers should be brought into independent administrative titles and compiled a series of titles for the hire and dismissal of the teachers.更多还原