培养有意识的幼儿教师——幼儿积极品质发展中教师存在的问题及其改善策略

Cultivating Preschool Teachers with Awareness——Teacher's Problems and Countermeasures in Developing Preschool Children's Positive Quality

通过对长春市4名幼儿园园长和220名幼儿教师的调查研究发现,幼儿教师在幼儿积极品质养成中存在以下问题:教师缺乏发展幼儿积极品质的意识和策略;教师对幼儿积极品质的发展观念片面化;教师将积极品质的发展等同于五大领域的发展目标;教师发展幼儿积极品质的态度和行为不一致。对以上问题应采取如下改善策略:搭建高效互通平台,助推教师专业成长;合理创设一日活动,挖掘活动内在价值;把握积极品质内涵,融合领域目标协同发展;深入优化教学行为,切实提高教学实效。

By investigating 4 directors of kindergartens and 220 preschool teachers, the author finds that preschool teachers are showing many problems, namely, lack of awareness and strategies to cultivate preschool chil- dren＇s positive quality, partial knowledge on the development of preschool children＇s positive quality, falsely taking the development of positive quality as the development of the five developments, inconformity in the under- standing and their deeds. To deal with the above mentioned problems, the author proposes that a more efficient platform for interaction should be set up to propel the professional development of teachers, one day activities should be reasonably planned to get an underlying purpose, the connotation of the positive quality should be better grasped to meet other goals and develop together, and the teaching should be deeply optimized to actually improve the effect of teaching.