|本期目录/Table of Contents|

[1]姚秀点.幼儿园教师的实践性知识及其重构策略[J].集美大学学报(教育科学版),2020,21(03):34-38.
 YAO Xiu-dian.Research on the Practical Knowledge and Reconstruction Strategies of Kingdergarten Teachers[J].Journal of Jimei University(Education Science Edition),2020,21(03):34-38.
点击复制

幼儿园教师的实践性知识及其重构策略(PDF)
分享到:

《集美大学学报(教育科学版)》[ISSN:1671-6493/CN:35-1238/U]

卷:
第21卷
期数:
2020年03期
页码:
34-38
栏目:
教师发展研究
出版日期:
2020-05-28

文章信息/Info

Title:
Research on the Practical Knowledge and Reconstruction Strategies of Kingdergarten Teachers
作者:
姚秀点
(集美大学师范学院,福建厦门361021)
Author(s):
YAO Xiu-dian
(College of Teacher Education,Jimei University,Xiamen 361021,China)
关键词:
幼儿园教师 实践性知识实践性知识特征实践性知识重构
Keywords:
Kindergarten teachersThe elements of practical knowledgeCharacteristics of practical knowledgePractical knowledge reconstruction
分类号:
-
DOI:
-
文献标志码:
-
摘要:
在现有的教师实践性知识研究基础上,研究者将幼儿园教师的实践性知识构成要素分为:关于活动内容的知识、关于活动实施策略的知识、关于幼儿的知识和关于教师自我的知识。以个案“幼儿园教研活动”为例,从“教师自我认识与自身行动之间的关系”的视角,分析幼儿园教师实践性知识的特征。案例教师的实践性知识呈现特征:实践性知识的结构失衡;“关于幼儿的知识”贫乏并缺乏科学性;“关于活动内容的知识”的失衡;“关于自我的知识”粗浅。教师必须在实践中,借助理论的支持,重构更专业、更科学的实践性知识,从而促进高质量的学前教育发展。
Abstract:
On the basis of the existing research on teachers’ practical knowledge,the researcher divides the elements of kindergarten teachers’ practical knowledge into:the knowledge about activity content,the knowledge about activity implementation strategy,the knowledge about children and the knowledge about teachers themselves.Taking the case of “Teaching and research activities in Kindergarten” as an example,this paper analyzes the characteristics of practical knowledge of kindergarten teachers from the perspective of “the relationship between teachers’ self-knowledge and their own actions”.The characteristics of practical knowledge of teachers in this case are as follows:the structural imbalance of practical knowledge;poor and unscientific “knowledge about children”;unbalanced “knowledge about the content of the activity”,and shallow “knowledge of the teachers themselves”.Teachers must reconstruct more professional and scientific practical knowledge with the support of theory in practice,so as to promote the development of high-quality preschool education.

参考文献/References:

-

相似文献/References:

[1]黎勇,蔡迎旗.基于核心素养的幼儿园教师专业促进路径[J].集美大学学报(教育科学版),2019,20(06):1.
 LI Yong,CAI Ying-qi.Approaches to Kindergarten TeachersProfessional Development Base on Core Literacy[J].Journal of Jimei University(Education Science Edition),2019,20(03):1.

备注/Memo

备注/Memo:
-
更新日期/Last Update: 2020-07-13