美、英、日幼儿教师在职培训的比较及启示

美、英、日等发达国家十分重视幼儿教师在职培训,在幼儿教师在职培训中如何提高幼儿教师的内在学习动机、如何营造幼儿教师专业发展共同体、如何提升幼儿教师在职培训的实效性等方面积累了很多优秀的经验。他们根据培训目标、培训内容、培训对象的不同采取多层次、多元化有针对性的在职培训形式。通过不断完善法律法规来规范幼儿教师培训行为,颁布一系列激励机制激发幼儿教师专业学习的内在动力,提高幼儿教师专业水平,从而促进幼儿教师的专业发展。我国要积极借鉴美、英、日等发达国家幼儿教师在职培训的经验,制定完善相关法律法规,建立和健全幼儿教师在职培训激励机制,实施多层次和多元化培训形式。     

芬兰幼儿教师资格专业能力要求的启示

幼儿教师的专业能力是决定幼儿教育质量的关键因素。构建幼儿教师的专业能力框架是指导幼儿教师培养、培训和专业化发展的依据。文章通过对芬兰幼儿教师专业能力要求的分析,揭示了其将终生学习能力作为专业发展的核心能力、结构化设计和多样化评价的特点,为建立适合我国国情的幼儿教师职业资格能力要求提供参考。     

徐州地区幼儿教师培训需求现状与对策研究

本研究将问卷调查法、文献内容分析法、访谈法等研究方法相结合,通过设计、发放、分析调查问卷,对徐州5个市辖区、3个县、2个县级市地区300名幼儿教师进行抽样调查,通过对徐州不同地区、各幼儿园教师需求的比较,分析、归纳、总结,研究发现徐州地区幼儿教师培训需求现状,研究如何满足幼儿教师的需求的策略,徐州地区幼儿教师的培训形式和培训课程的发展趋势。研究者将传统幼儿教师培训内容和方式改良优化,真正以幼儿教师需求为中心,重视幼儿教师发展需要,培养幼儿教师,提出了针对徐州地区幼儿教师培训需求的对策研究——"培训类型多样化"、"培训内容层次化"、"学习方式参与化"和"考核方式指标化"。     

幼儿教师职后培训内容和方式的个案研究——以H师范大学幼儿教师国培项目为例

以H师范大学为个案,采用质性研究方法对幼儿教师职后培训的理念、内容和方式进行描述、分析和解释。研究发现:培训组织者对培训的理念、内容和方式的认识与参训幼儿教师的实际需求之间存在"鸿沟",即前者更关注"专业理论"和"教育观念"的提升,后者更关注操作性和实践性的课程;幼儿心理知识的匮乏是制约幼儿教师专业发展的一个短板;幼儿园的"不在场"是导致理论和实践之间转化发生断裂的重要原因。因此,要在短期现实的培训需求与长期的发展需求之间寻求平衡,在真实的"场域"中通过有意义的学习积累实践性知识。     

提升参与式培训效能促进农村幼儿教师专业发展

参与式培训的出现。突破了农村教师培训的瓶颈。它作为农村幼儿教师在职培训的主要途径,培训效果已初见端倪。参与式培训强调在参与的氛围中,让教师亲身体会、主动合作、探究学习,以达到自身观念、态度和行为上的改变,并将所学知识和方法运用于自己工作的培训活动中。因此,可以说它一方面关注到农村幼儿教师本身的认知和情感特点,重视引导教师将自身已有的经验与学习内容相结合．能较好地发挥教师在培训中的主体作用;     

农村民办幼儿教师职后培训现状调查及对策研究——以四川省雅安市为例

通过问卷和访谈调查,对四川省雅安市六县二区幼儿教师结构现状以及农村民办幼儿教师职后培训进行了研究,分析了雅安市农村民办幼儿教师职后培训在培训内容、形式以及评价考核方式上存在的问题,并提出相应的措施,以期促进雅安市农村民办幼儿教师专业知识结构的完善与专业水平的提高,从而提升雅安市农村学前教育质量。     

幼儿教师职后培训课程研究——以成都大学师范学院为例

成都大学师范学院多年来在幼儿教师职后培训方面积累了丰富的经验,其培训课程研究团队持续不断地对幼儿教师职后培训进行着研究与改进,使之与时俱进,不仅能满足社会对于幼儿教师的要求,更能够支持幼儿教师本身进行可持续的专业发展。该课程研究团队所秉持的幼儿教师职后培训课程理念、课程模块与课程形式,不仅展现了培训者为学前教育机构、学前师资培养机构所解读的幼儿教师应当具备的专业素养,还为教师教育者行业树立了幼儿教师职后培训优化研究的标杆。     

幼儿诗化语言仿创编活动指导策略

从2003年起,“改善在职幼儿教师培训过程与方式”课题组在实验园进行了有关幼儿诗化语言学科研究方面的培训,重新挖掘了幼儿文学作品的核心教育价值和诗化语言欣赏的关键经验。在培训后的研究中,教师们大胆实践和创造了从选材到学习方式的一     

增强农村幼儿教师培训的针对性

2011年以来,我省先后启动并实施"湖北省农村幼儿教师国家级培训项目"及"湖北省幼儿教师素质提高工程",这是我省大规模农村幼儿教师培训的破冰之旅,也是实现《湖北省学前教育三年行动计划(2011-2013年)》师资队伍建设目标的重要举措。把针对性的培训内容与接地气的培训方式相结合,才能全面提高农村幼儿教师培训的效果,提高他们的素质。农村幼儿教师亟需培训为全面了解我省农村幼儿教师的实际状况和培训     

自主学习在青年幼儿教师在职培训中的应用

近年来,屡屡出现的幼儿教师问题,实际上与幼儿教师在培训上的不足有很大关系,所以进一步加强幼儿教师的培训势在必行。但是如何探索出一条合适,有效的培训方式,却是问题的关键所在。特别是在职培训方面,现今的培训方法,在教师的学习中比较被动,无法实现真正的学习。对此,必须要加强幼儿教师队伍的自主学习能力,才能真正实现幼儿教师队伍素质的全面提高。     

Role of teacher characteristics and school resources in early mathematics learning

The authors investigated the degree to which school-level teacher characteristics and resources are related to the mathematics learning of kindergarten children using a sample drawn from a large US database. Kindergarten-level teacher characteristics were operationalised as collective teacher efficacy, teacher experience and teacher preparation; kindergarten resources were operationalised as efforts that schools make to reach out to parents, classrooms with mathematics manipulatives, and classroom technology. Kindergarten students learned more in mathematics over a year in schools where teachers’ collective efficacy was high. School resources yielded a range of significant yet mixed results in young children’s mathematics achievement. Notably, younger students and students entering kindergarten with lower levels of mathematical skills benefited greatly from classroom resources. Overall, the presence of classroom technology as a school-level resource was positively related with older kindergarten students’ learning. Based upon the findings, organisational and policy implications are discussed.     

欠发达地区民办幼儿园教师发展现状及提高途径研究——以张家口为例

通过对欠发达地区民办幼儿园教师在专业理念与师德、专业知识和专业技能方面发展水平的调查,认为这类幼儿园教师在以上方面的发展呈低水平状态。为了提高教师发展水平,教育行政部门应加强师范生教育,并定期为本地民办幼儿园教师举办教育培训,幼儿园应该创造教师交流机会并提高教师自我效能感,教师自身应该主动学习知识、模仿榜样和反思经验。     

“My experiences were highly-dependent on the knowledge and enthusiasm of the tutor”: graduates’ feedback of experiential learning in an MPharm programme Part 1 (TELL Project)

Pharmacy students undertake experiential learning to prepare them for practice. With the move to more patient-facing roles, there is a need to assess if the experiential learning prepares students for practice. A mixed-methods study was undertaken to obtain the feedback of graduates currently in pre-registration training on their experiential learning experience. There were 63 (response rate 55.8%) responses to the online survey. One focus group consisting of four graduates, and ten one-on-one interviews were conducted. Placement experience was dependent on tutors and placement sites. There was displeasure with community placements as they were relegated to dispensing duties, but satisfaction with their hospital experience despite only being allowed to shadow tutors. The limited duration of placements was highlighted, especially in hospital settings. Tutor training is key to ensuring students have an optimum experience. Sites should be made to see the value of having students, so that they are allowed patient contact.     

The Growth and Nature of Research Interest in Arithmetic and Reading

ABSTRACT

The author examined whether mathematics instruction provided by kindergarten teachers is related to children's mathematics learning during the kindergarten year based on the children's socioeconomic status and race. Hierarchical linear modeling was employed using a large sample of kindergarten students to estimate relationships between the teacher's instructional approach (e.g., concrete-spatial, interpersonal, linguistic) and children's mathematics skills. Results showed that the teacher's instructional approach was selectively related to children's mathematics learning. Students in classrooms where teachers frequently employed a concrete-spatial instructional approach learned more during the kindergarten year. Students from lower socioeconomic backgrounds benefitted more from teachers who often employed an interpersonal approach, and Black/African American students benefitted less from classrooms where teachers relied more on a linguistic approach. The findings suggest that kindergarten teachers’ instruction needs to employ varied methods that take into account students’ mathematics skills and background characteristics.     

体验式教学视野下的幼儿园园长培训改革

在把握体验式教学在我国幼儿园园长培训改革的重要地位与积极作用的基础上,通过阐释体验式教学的特色,探究体验式教学存在问题对幼儿园园长培训改革的影响,从辨析体验式教学发展与幼儿园园长培训未来发展的关系中,得出充分利用体验式教学优势推进幼儿园园长培训改革的思路与方法。     

Experiential learning in doctoral training programmes: fostering personal epistemology through collaboration

There has been increasing recognition for the need to reform doctoral training practices to foster students’ personal epistemology. This study describes the design and evaluation of a learning experience designed to help students understand the scholarly publication process. Firstly, this study discusses the design of the learning experience, describing the collaborative process of writing an interdisciplinary publication using both online and face-to-face learning. Secondly, this study evaluates the effectiveness of the learning experience by examining students’ reflections. We show that participation in the learning experience helped students to develop their academic writing proficiency, collaboration and teamwork, intercultural competence, and ability to engage in reflective practice. Importantly, we show that each student also created more individualised knowledge, gaining insight into how they and others think. This study, therefore, demonstrates that personal epistemology can be fostered through collaboration in a doctoral writing group context.     

伯克利分校精英本科人才培养研究

美国加州伯克利大学为培养具有领导力的创新型人才,追求人才培养的卓越性,在培育本科生过程中,有四个方面值得关注：围绕鼓励并支持学生更好地参与到学习中来,通过关注领导力培养使学生根据时代要求适应变化并创造变化;为让学生挑战学术目标,促使学生主动学习以增进学术卓越和个人成功;为使学生知识全面,重视跨学科培养人才,以使其拥有坚实的知识背景并能开拓新的职业;视多元化为大学卓越的整合,关注平等、包容和多样化,重视不同群体入学机会的平等性,重视弱势和不利群体在求学中获得成功。借鉴伯克利分校的成功经验,我国在培育本科精英人才方面应着重注意以下几点：（1）重视本科生领导力的培养;（2）利用并创设多种环境,促进学生主动学习;（3）增强学生学习体验,注重跨学科人才培养;（4）把多样化作为大学实现卓越的标志。     

Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms

Research Findings: Using observational data gathered in 730 kindergarten classrooms in 6 states, the present study focuses on the quality of children's learning opportunities in kindergarten classrooms. Findings show that overall, children experience moderate to low levels of quality in the areas of classroom organization and instructional support in kindergarten. Results are also presented in comparison to children's experiences in the pre-kindergarten year. These comparisons indicate that kindergarten children spend a greater proportion of the school day in language arts, math, and whole-group instruction and less time in centers than they do in pre-kindergarten. An examination of predictors of kindergarten classroom quality indicated that program characteristics (i.e., adult–child ratio, length of school day) and teacher psychological variables (i.e., beliefs and depressive symptoms) were stronger predictors of classroom quality than were teacher experience and educational background. Practice or Policy: Findings are discussed in terms of implications for children's academic and social development in kindergarten as well as for kindergarten teacher preparation and development.     

Impacts of an online-supported,resource-based learning environment: does one size fit all?

This paper reports on the use of an online, resource-based learning (RBL) approach in first year psychology at Deakin University. Differences between on- and off-campus students that emerged are examined in the context of the learning goals and study approaches of the two student groups and their attitudes to using computers. Unlike the on-campus students who were less positive about working with computers and reported confusion about how and what to study for the unit, the off-campus students reported feeling confident they had a good study strategy and were more positive about computers. The off-campus students also reported that they spent more time working with electronic resources and attached greater value to them. While all students valued the prescribed resources, the off-campus students found some of the optional, electronic resources valuable because they added to the learning experience. These students also reported greater use of the computer-mediated communication available as part of the online learning environment, and valued this functionality more highly than did the on-campus students. These findings highlight the need to take into account learner characteristics when designing learning environments that cater for individual differences and preferences. While online-supported RBL approaches have the potential to cater to the diverse needs of students, learning environments need to be designed, structured and delivered so the learning experience can be customized to the needs of different student cohorts, while preserving the overarching, pedagogical goals.     

《专业标准》视域下幼儿园教师职前教育教学策略——以“幼儿科学教育与活动指导”教学策略探究为例

教学改革不仅是教学方法、方式的孤立革新,而是在对教育理念、培养目标、课程内容、资源及师生状况等方面综合考量基础上的教学策略的改革。幼儿园教师职前教育教学策略的改革必须在《幼儿园教师专业标准》和《幼儿园教师教育课程标准》的视域下,以实践和反思能力培养为主要目标,以典型学习情境和工作任务为主要内容,以＂行动—实践＂为教学模式,以实操练习为主要方法,从而培养出符合时代需要的合格幼儿园教师。