| 李 敏.学前教育教研指导责任区内涵及其运行机制——以G市Y区为例[J].陕西学前师范学院学报,2019,35(6):40-43 |
| 学前教育教研指导责任区内涵及其运行机制——以G市Y区为例 |
| The Significance and Mechanism of the Teaching and Research Guidance Responsibility Area of Preschool Education —Taking Y District in G City as an Example |
| 投稿时间：2019-01-07 修订日期：2019-03-23 |
| DOI：10.11995/j.issn.2095-770X.2019.06.007 |
| 中文关键词: 学前教育 教研指导责任区 运行机制 |
| 英文关键词: preschool education teaching and research guidance responsibility area operating mechanism |
| 基金项目: |
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| 摘要点击次数: 1112 |
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| 中文摘要: |
| 随着我国学前教育的快速发展，学前教育质量的提升成为了重点。面对学前教育发展不平衡，为了提升区域学前教育的整体质量，教研指导责任区在教育实践中应运而生。教研指导责任区以提升片区学前教育质量为目标，在实践中逐步形成了一定的管理机制、常态化研修机制及日常加年终的考核评价机制，利用教研指导责任区促进区域学前教育质量的提升。 |
| 英文摘要: |
| With the rapid development of preschool education in China,the improvement of the quality of preschool education has become the focus.In the face of the imbalance development of preschool education,the teaching and research guidance responsibility area came into being in the practice of education,in order to improve the overall quality of regional preschool education.The teaching and research guidance responsibility area aims to improve the quality of preschool education.In practice,it has gradually formed a certain management mechanism,regular training mechanism and formative evaluation and summative evaluation mechanism,and has made contribution to the improvement of regional preschool education quality. |
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