| 孙二军,王 怡.幼儿教师专业学习的思维转向及策略[J].陕西学前师范学院学报,2017,33(4):99-102 |
| 幼儿教师专业学习的思维转向及策略 |
| The Shift of Thinking Orientation and Strategies of Preschool Teacher’ Professional Learning |
| 投稿时间：2017-01-16 |
| DOI：10.11995/j.issn.2095-770X.2017.04.021 |
| 中文关键词: 幼儿教师；专业学习 思维转向 |
| 英文关键词: preschool teacher professional learning shift of thinking orientation |
| 基金项目:教育部人文社会科学基金项目（15YJC880064） |
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| 中文摘要: |
| 幼儿教师专业学习的品质既影响其专业发展的进程，也关乎其专业实践的效能。然而，当前幼儿教师专业学习的状况不容乐观，知识学习的浅层化、经验累积的碎片化、技能训练的片面化不仅制约着幼儿教师专业学习的品质，也内在地要求幼儿教师专业学习的思维转向，实现知识学习的深层化、经验累积的整体性和技能训练的全面性，并能够有效解决专业实践中的实际问题。 |
| 英文摘要: |
| The quality of preschool teacher’ professional learning not only affects the process of their professional development, but also relates to their professional practice. However, the current situation of preschool teacher’ professional learning is still far from being optimistic. Shallow knowledge learning, fragmented experience accumulation and one-sided skills training not only restrict the preschool teacher’ professional learning quality, but also inherently require preschool teachers to realize the deep knowledge learning, holistic experience accumulation and comprehensive skills training, and effectively solve the practical problems in professional practice in turn. |
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