摘要
本文梳理了幼儿园教师认知敏感性的基本概念、理论与研究支持及对其评价的现状与发展,并在此基础上,就幼儿园教师认知敏感性在幼儿园教师专业发展中的作用、评价及实践做了展望。
Kindergarten teacher cognitive sensitivity is a new concept proposed from the perspective of early childhood educator,when discussing the relationship between the quality of early childhood education and children’s development in recent years.It has rich theoretical support and is closely related to children^development.Its assessment method has been gradually valued by researchers and applied in researches.This paper reviews the basic concepts,theories and researches,and the current situation and development of kindergarten teacher cognitive sensitivity.It also discusses the future research of kindergarten teacher cognitive sensitivity in the function,assessment,and practice in teachers*professional development.
作者
鲁贝贝
陈德枝
Lu Beibei;Chen Dezhi(Hangzhou College for Kindergarten Teachers,Zhejiang Normal Universityf Hangzhou,310012)
出处
《幼儿教育》
2021年第36期35-39,共5页
Early Childhood Education
基金
浙江省哲学社会科学规划重点课题“基于认知诊断的幼儿教师隐性知识的情景判断性测验研究”的研究成果之一,课题编号:20NDJC07Z。
关键词
幼儿园教师
认知敏感性
儿童发展
评价
kindergarten teacher
cognitive sensitivity
children development
assessment
