诊断性教研下幼儿园新教师的专业成长路径研究被引量：1

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摘要随着幼儿园教育改革的不断深化,教师的教育研究水平和能力越来越受到重视.教师的教研水平,关系到幼儿园教育质量的提高和教师专业能力的发展.长期以来,幼儿园的教研活动更多的是一种"自上而下"的"单项经验复制"的模式,教研活动由行业内的专家或者园内职称级别较高、工作经验较为丰富的园领导、教研组长或年段长组织,由他们事先确定好教研主题和形式.活动中发言较多的也是有丰富教学经验的老教师,新教师则常常碍于面子羞于表达,在教研活动过程中多是简单附和,成为被动的学习者.这种教研模式对新教师专业成长的作用非常有限.针对传统教研模式存在的弊端,笔者所执教的幼儿园——厦门市第四幼儿园(以下简称"我园"),积极探索,另辟蹊径,摸索出了一种集体性、合作性、碰撞性的教研模式——诊断式教研.

作者丘红英

机构地区福建省厦门市第四幼儿园

出处《幼儿教育研究》 2020年第3期8-10,共3页 Research on Early Childhood Education

关键词教研模式教研活动教师专业能力教研组长教研水平教师专业成长幼儿园教育质量幼儿园新教师

分类号 G615 [文化科学—学前教育学]

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1赖学军,尤冰虹.论诊断式教师教育[J].教育理论与实践,2004,24(9):33-36. 被引量：6
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