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幼儿园教师实践性知识发展阶段的实证研究 预览 被引量:1

Professional Stages of Kindergarten Teachers from the Perspective of Teachers' Practical Knowledge
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摘要 幼儿园教师的实践性知识是教师在从事保育工作与教育实践的过程中逐渐生成的关于"如何做"的相对稳定的知识体系,它切实关注教师的生活体验和保教实践状态。研究采用问卷调查法对186名幼儿园教师进行了调查。结果发现:幼儿园教师具备的实践性知识水平不高,实践性知识各发展阶段经历的时间差异显著,实践性知识各因素的发展阶段呈"W"型。另外,幼儿园教师对实践性知识的需求程度以及影响幼儿园教师提升实践性知识的因素有明显的阶段差异。通过建立满足不同发展阶段需求的专家引领机制、提升幼儿园教师的儿童观察与行为分析能力、提供"跳出"现场"看"现场的时空条件、共建幼儿安全风险分担机制等措施,为幼儿园教师实践性知识的发展提供支持。 Kindergarten teachers’ practical knowledge is a relatively stable knowledge system about how to do it in the practice of conservation and education.It pays close attention to teachers’ life experience and the state of teaching practice.This study used a questionnaire to survey 186 kindergarten teachers.The result has the following findings.The preschool teachers’ level of practical knowledge is not high,and the time experienced by each stage is significantly different.The stage development of each factor is " W" type.In addition,the needs of early childhood teachers for practical knowledge and the factors that affect their promotion reflect significant stage differences.Through the establishment of an expert guidance mechanism based on the development needs of different stages,the ability to enhance the child’ s observation and behavioral analysis of children,provide "time out" to " watch" the scene on site,and build a childcare risk sharing mechanism,etc.,for the practice of preschool teachers.
作者 冯艳慧 FENG Yanhui(School of Teacher Education, Anqing Normal University, Anqing 246011,China)
出处 《教师教育学报》 2019年第1期28-36,共9页 Journal of Teacher Education
基金 2017年度教育部人文社会科学研究规划基金项目"基于成长需求的幼儿园教师专业发展阶段及路径研究"(2049,2017-2019),项目负责人:顾荣芳 安徽高校人文社会科学研究重点项目"民办学前教育均衡发展的政策分析与制度优化研究"(SK2016A054),项目负责人:冯艳慧 安徽省哲学社会科学规划项目"利益博弈视角下幼儿园安全政策质性研究"(AHSKQ2018D27),项目负责人:冯艳慧。
关键词 实践性知识 发展阶段 差异比较 幼儿园教师 practical knowledge stages of development contrast kindergarten teachers
作者简介 冯艳慧,安庆师范大学教师教育学院副教授。
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