幼儿园教师专业发展水平是影响幼儿园教育质量和幼儿全面发展的关键要素,本研究在借鉴已有研究的基础上,采用文献法、问卷调查法和访谈法对温岭市B幼儿园进行了调査研究。通过调查发现,幼儿园教师专业发展主要存在专业精神不足、专业知...幼儿园教师专业发展水平是影响幼儿园教育质量和幼儿全面发展的关键要素,本研究在借鉴已有研究的基础上,采用文献法、问卷调查法和访谈法对温岭市B幼儿园进行了调査研究。通过调查发现,幼儿园教师专业发展主要存在专业精神不足、专业知识匮乏、专业能力发展不均衡及专业发展意识弱等问题。为解决上述问题,幼儿园应该重视教师的专业发展,创设发展平台,强化教师培训,推动教育研究。The professional development level of kindergarten teachers is a key factor affecting the quality of kindergarten education and the comprehensive development of young children. Based on existing research, this study conducted a survey of B Kindergarten in Wenling City using research methods such as literature review, questionnaire survey, and interview. Through investigation, it was found that the professional development of kindergarten teachers mainly faces problems such as insufficient professional spirit, lack of professional knowledge, uneven development of professional abilities, and weak awareness of professional development. To solve the above problems, kindergartens should attach importance to the professional development of teachers, create development platforms, strengthen teacher training, and promote educational research.展开更多
文摘幼儿园教师专业发展水平是影响幼儿园教育质量和幼儿全面发展的关键要素,本研究在借鉴已有研究的基础上,采用文献法、问卷调查法和访谈法对温岭市B幼儿园进行了调査研究。通过调查发现,幼儿园教师专业发展主要存在专业精神不足、专业知识匮乏、专业能力发展不均衡及专业发展意识弱等问题。为解决上述问题,幼儿园应该重视教师的专业发展,创设发展平台,强化教师培训,推动教育研究。The professional development level of kindergarten teachers is a key factor affecting the quality of kindergarten education and the comprehensive development of young children. Based on existing research, this study conducted a survey of B Kindergarten in Wenling City using research methods such as literature review, questionnaire survey, and interview. Through investigation, it was found that the professional development of kindergarten teachers mainly faces problems such as insufficient professional spirit, lack of professional knowledge, uneven development of professional abilities, and weak awareness of professional development. To solve the above problems, kindergartens should attach importance to the professional development of teachers, create development platforms, strengthen teacher training, and promote educational research.
