| 张 鹏,蒋荣辉,何 为.学前教育师范生专业素养的要素构成与培养路径——基于扎根理论的质性研究[J].陕西学前师范学院学报,2018,34(11):39-44 |
| 学前教育师范生专业素养的要素构成与培养路径——基于扎根理论的质性研究 |
| On the Components of Preschool Education Students’ Professionalism—A Qualitative Research Based on Grounded Theory |
| 投稿时间：2018-01-25 修订日期：2018-06-03 |
| DOI：10.11995/j.issn.2095-770X.2018.11.008 |
| 中文关键词: 学前教育师范生 专业素养 扎根理论 |
| 英文关键词: preschool education students professionalism grounded theory |
| 基金项目:四川省哲学社会科学重点研究基地——四川省教师教育研究中心资助项目（TER2017-015）；四川省绵阳幼儿教育与发展研究中心专项课题重点项目（MYYZD201606） |
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| 中文摘要: |
| 专业素养是教师专业化的重要组成部分，在教师专业成长中发挥着不可替代的作用。运用扎根理论方法，通过深度访谈，利用MAXQDA 12软件对数据进行编码和分析，研究发现学前教育师范生专业素养由态度、本体、工具、实践4个要素集及10个核心子要素共同构成，其中态度要素是根本动力，本体要素是基本前提，工具要素是重要保障，实践要素是终极诉求，同时这些要素之间存在着逻辑联系。学前教育专业人才培养应重视对各要素的专门性培养以促进学前教育师范生专业成长和发展 |
| 英文摘要: |
| The professional accomplishment is an important part of teacher professionalization, which plays an irreplaceable role in the professional growth of teachers. This paper uses grounded theory, has deeply interviews and uses MAXQDA 12 software to encode and analyze the data. The study found that the professional accomplishment of preschool education students consisted with four elements which are the attitude, ontology, tools and practice, and ten other core sub-elements together. And attitude is the fundamental motivation, the ontology is the basic premise, the tool is the important guarantee, and the practical is the ultimate claim. And there is a logical connection between these elements. Talents training in preschool education should pay attention to the special training of each factor to promote the professional growth of preschool education students. |
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