幼儿园教师园本教研能力提升策略之我见

Strategies for Kindergarten Teachers to Improve Kindergarten-based Teaching and Research Capacity

基于对本省幼儿园教研活动的观摩与研究发现,很多幼儿园的园本教研活动存在分享经验的表面化问题,没有真正进行研讨。而很多教研员对教研活动的指导也普遍感到无从下手。然而作为新时代的幼儿园教师,应该针对当今幼儿的年龄特点与实际发展水平以及他们所处的环境、资源的变化全面系统地研究幼儿园所有的教育活动,使自己对幼儿发展水平的分析、评价和引导不只是停留在经验层面上,而是对本园教育教学中普遍感到困惑的问题。通过与同伴的互动式讨论、辨论,提高分析问题、解决问题的能力,从而促进幼儿园保教质量的提高,也使园本教研真正成为其自身专业发展的最佳途径。通过多次参与园本教研活动的感悟,归纳梳理了提升幼儿园教师园本教研能力的几个策略,以期为园本教研的指导提供参考。

Province-wide observation and studies show that many kindergarten-based teaching and research activities are more apparent than real in sharing experience, which generally makes the instructors feel tough. However, kindergarten teachers in the new era should make a comprehensive and systematic study, according to age characteristics and actual level of development of the young children today, as well as changes in their surrounding environment and resources, on all the kindergarten educational activities, which makes their analysis, evaluation and guidance of young children＇s development level not stay at the level of experience.Through interactive discussions and debates with peers on the problems that are generally confusing in education and teaching, kindergarten teachers can improve their capacity of analyzing and solving problems, which further promotes the quality of children care and education and makes kindergarten-based teaching and research activities the best way for their professional development. In this paper, some strategies are summarized through reflections for improvement of kindergarten-based teaching and research capacity,which aims to provide reference for the guidance of kindergarten.