幼儿教师专业发展十年研究(2004—2014):回顾与反思

Pre-K Teachers' Professional Development for Ten Years(2004—2014):Review and Reflection

幼儿教师专业发展已成为学前教育研究的核心领域之一。研究主要围绕四个方面进行讨论:幼儿教师专业发展内涵的研究;幼儿教师专业标准的研究;幼儿教师专业发展的影响因素研究;幼儿教师专业发展的途径研究。十年来,幼儿教师专业发展的研究已经从分散的点研究逐渐勾勒出较为清晰的路线图,研究范围正朝向多元化的趋势发展。然而,幼儿教师专业发展的理论研究仍显不足,需要加强国际比较、借鉴国外最新的研究成果;《幼儿教师专业标准(试行)》的适应性不高,需要加强其实践操作性;幼儿教师专业发展影响因素研究缺乏实际调查和实验数据支撑,需要加强影响因素的量化研究;幼儿教师专业发展的途径研究缺乏实证根基,需要丰富其研究主体,加强途径"有效性"的研究。

Pre-K teacher＇s professional development has become one of the core issues for early childhood education research. During the ten years, Pre-K teacher＇s professional development research focuses on connotation, professional standards, influencing factor, approach and methodology. For ten years, researches of Pre-K teacher＇s professional de- velopment has gradually drew the outline of a clear road map from the scattered point, and the research scope is develo- ping toward the trend of diversification. There are four reflection of the research. Firstly, Lack of theoretical research and we need the strengthening of international comparison, the latest research achievements from abroad. Secondly, the oper- ational practice of Preschool teachers＇ professional standards （trial） is not good enough and we need to strengthen its practical operation. Thirdly, the researches of impact factors for Pre-K teacher＇s professional development are lack of da- ta from investigations and need quantitative studies. Fourthly, the researches for approaches of Pre-K teacher＇s profes- sional development were lack of empirical foundation and need add the group, deep the research of availability approaches of Pre-K teacher＇s professional development.