| 刘艳金.生命哲学视域下幼儿教师专业发展的内涵及其路径重构[J].陕西学前师范学院学报,2017,33(1):89-93 |
| 生命哲学视域下幼儿教师专业发展的内涵及其路径重构 |
| The Connotation and Reconstruction of Kindergarten Teachers’Professional Development from Life Philosophy |
| 投稿时间：2016-11-07 修订日期：2016-11-14 |
| DOI：10.11995/j.issn.2095-770X.2017.01.020 |
| 中文关键词: 幼儿教师 专业发展 生命哲学 |
| 英文关键词: kindergarten teachers professional development life philosophy |
| 基金项目:陕西省社会科学基金项目（2014M13） |
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| 摘要点击次数: 1691 |
| 全文下载次数: 808 |
| 中文摘要: |
| 生命哲学作为一门关心人的生命尊严和存在意义的学说，对幼儿教师专业发展具有独特性的价值判断。以生命哲学作为分析立场，幼儿教师专业发展是一种自我价值认可的、历时性的、双重身份共融相生的过程，幼儿教师的生命具有生成性、整合性、独特性和自主性的特征。生命哲学视域下幼儿教师专业发展应当承认幼儿教师生命的可能性、发展性，培养具有个人风格的教师，并通过教师学习共同体来帮助幼儿教师更好的实现发展。 |
| 英文摘要: |
| The theory of life philosophy, focusing on people’s dignify and the meaning of life, plays a unique role in the value judgment of kindergarten teachers’ professional development. Under the view of life philosophy, kindergarten teachers’ professional development is a diachronicprocess of realizing self-worth and integratingtwo identities. Preschool teachers’ life is characterized by generativeness, integration, uniqueness and autonomy. From the perspective of life philosophy, in professional education, admitting the possibilities and expansibilities of preschool teachers is the precondition of cultivating teachers with individual style.Studyingin learning community contributes great to the better development of teachers. |
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