| 刘恬.全纳教育理念下幼儿园教师专业成长路径探究[J].陕西学前师范学院学报,2016,32(2):110-112 |
| 全纳教育理念下幼儿园教师专业成长路径探究 |
| Preschool Teachers’ Professional Growth under the Concept of Inclusive Education |
| 投稿时间：2015-10-26 修订日期：2015-11-29 |
| DOI：10.11995/j.issn.2095-770X.2016.02.026 |
| 中文关键词: 全纳教育 幼儿园教师 专业成长 |
| 英文关键词: inclusive education preschool teacher,professional growth |
| 基金项目:广东省教育研究院课题（GDJY-2015-A-bl45） |
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| 摘要点击次数: 1949 |
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| 中文摘要: |
| 全纳教育的理念正逐渐为人们所接受并已在很多国家付诸实施。学前教育是全纳教育的起点，幼儿园教师的素质决定着学前阶段全纳教育的质量，教师的教育观念、专业知识与技能，决定了全纳教育的实践效果，因此，我们可以通过职前培养、职后培训以及完善教师资格证书制度，促进全纳型幼儿园教师的专业成长。 |
| 英文摘要: |
| Inclusive education is gradually being accepted and has been put into practice in many countries.Preschool education is the starting point of inclusive education,and preschool teachers’ quality decides the quality of inclusive education.Their ideas,professional knowledge and skills determine the effect of the practice of inclusive educational concept.Thus we can promote inclusive type of preschool teacher’s professional growth through the pre-service training,post-service training,and the improvement of the system of verifying teachers’ qualification. |
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