| 鲍钰清,郭 婷.不同专业发展阶段幼儿园教师教学的“关键事件”[J].陕西学前师范学院学报,2019,35(11):22-27 |
| 不同专业发展阶段幼儿园教师教学的“关键事件” |
| A Study on Critical Incidents in Teaching of Preschool Teachers at Different Professional Development Stage |
| 投稿时间：2019-07-29 修订日期：2019-08-20 |
| DOI：10.11995/j.issn.2095-770X.2019.11.005 |
| 中文关键词: 幼儿园集体教学 关键事件 新手教师 熟手教师 骨干教师 |
| 英文关键词: collective teaching activities in kindergarten critical incidents novice teacher proficient teacher backbone teacher |
| 基金项目:福建省教育厅福建省中青年教师教育科研项目（JZ180431） |
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| 中文摘要: |
| 集体教学活动是幼儿园课程的重要实施途径之一，围绕“关键事件”设计与实施、观察与评价集体教学活动，有助于提高幼儿园集体教学活动的有效性，促进教师专业发展。本研究基于“关键事件”技术，以30个集体教学活动为研究对象，研究不同专业发展阶段幼儿园教师在预设性事件、生成性事件、管理事件三类关键事件中的表现。结果发现：教师在管理事件的得分高于预设性事件和生成性事件，不同专业发展阶段幼儿园教师在关键事件得分上有较大差异，教师的教学经验、职前培养经历、职后培训经历是影响其关键事件得分的因素。因此，必须要厘清三类关键事件间的关系，树立教学反思与评价的整体观，研究教师有效教学的“最近发展区”，加强职后培训，让教师在真实的教学情境中，通过实践反思积淀专业智慧。 |
| 英文摘要: |
| Collective teaching activity is one of the most important methods in the implementation of kindergarten curriculum. “Critical Incidents” centered designing, implementing, observing and evaluating of collective teaching activities contribute to the improvement of the effectiveness of collective teaching activity and the promotion of teachers’ professional development. Based on the CIT (Critical incident Technique), the research takes 30 collective teaching activities as samples to study the performance of preschool teachers at different professional development stages in three critical incidents: Preset Incidents, Generated Incidents and Management Incidents. The results show that teachers’ scores on Management Incidents are higher than those of Present Incidents and Generated Incidents, and the scores on Critical Incidents are significantly different among teachers at different professional development stages. In addition, teachers’ teaching experience, pre-service training experience and post-service training experience all affect their scores. Therefore, it is necessary to clarify the relationships among the three critical incidents, set up the holistic view of teaching reflection and evaluation, study “the Zone of Proximal Development (ZPD)” of teachers’ effective teaching behaviors, and strengthen post-service training, so that teachers can accumulate professional wisdom through practical reflection in the real teaching situations. |
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