文章摘要
周起煌,汤广全.幼儿园教师的角色定位: 建构主义教学理论视角[J].陕西学前师范学院学报,2020,36(3):47-51
幼儿园教师的角色定位: 建构主义教学理论视角
From the Perspective of Constructivism Teaching Theory:
投稿时间:2019-11-22  
DOI:doi: 10. 11995/j. issn. 2095-770X. 2020. 03. 009
中文关键词: 建构主义教学理论  认知发展  幼儿园教师  角色定位
英文关键词: constructivism teaching theory  cognitive development  kindergarten teachers  role location
基金项目:国家社会科学基金教育学一般课题(BBA150017);教育部人文社会科学规划基金项目(19YJA99054);龙岩学院青年攀登项目(LQ2017006)
作者单位
周起煌 龙岩学院师范教育学院福建龙岩 364012 
汤广全 龙岩学院师范教育学院福建龙岩 364012 
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中文摘要:
      摘 要:教师角色是教师开展教育教学活动的本质体现。传统教学中幼儿园教师的教导者、训练者、传输者、管控者等角色,已经不适应我国正大力发展学前教育的趋势。基于建构主义教学理论的观点,能够为幼儿园教师的角色定位提供新的典范。教师是教学活动情境的创设者,互动交往中的对话者,活动过程中的关注者和回应者,适时的支持者和引导者,问题的设计者和探索者,公共关系的调节者,研究者及理论的建构者。
英文摘要:
      Abstract: The role of the teacher is the essential embodiment of educational and teaching activities. In traditional teaching mode, the roles of kindergarten teachers, such as instructor, trainer, transmitter and controller, has failed to keep up with the trend of China’s vigorous development of preschool education. Based on the viewpoint of constructivism teaching theory, it can provide a new model to relocate the roles of kindergarten teachers. They should be creators of teaching scenarios, —interlocutors in interactive interactions, followers and respondents in the activity process, timely supporters and mentors, designers and explorers of problems, moderators of public relations, and researchers and theory builders.
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