摘要
为促进幼儿教师专业发展,我们不仅应从外部影响因素入手,更应关注制约教师专业发展的内在因素,促使作为研究者的幼儿教师实现研究立场从"二元对立"转向"视域融合",研究价值从"假设欣赏"转向"求知不已",研究途径从"他组织"走向"自组织"。在当代网络化生活世界的背景下,幼儿教师专业发展应体现出自主性、行动性、网络性的特征。
As active researchers, preschool teachers should change the research direction from binary opposition to fusion of horizon, the research value from assuming appreciation to endless quest for knowledge, the research approach from external organizations to internal organization. In the perspective of network life, the teachers＇ professionalization should reflect the features of autonomy, mobility and network.
出处
《学前教育研究》
北大核心
2011年第5期21-24,共4页
Studies in Early Childhood Education
基金
华南师范大学博士科研基金的资助
关键词
幼儿教师
专业发展
网络时代
preschool teacher, professional development, network time
