摘要
传统幼儿园教师教育模式日益暴露出的种种弊端促使学界对此进行了深刻反思。研究者尝试从具身理论视域探索幼儿园教师知识的特征。认为幼儿园教师知识更大程度上是默会知识，主要通过故事传播，并通过意会、共鸣在教师间共享，具有个体性和不断生成发展的特点。研究者据此提出了对幼儿园教师教育的若干启示。
The disadvantages of traditional kindergarten teacher education models prompt academic community to reflect continuously. The authors explored the knowledge features of kindergarten teachers from the perspective of theories of embodies cognition, and found that kindergarten teachers＇ knowledge basically is tacit knowledge, it is transmitted by stories and shared among teachers by sense and resonate. It has the features of individuality and continuous development. The authors put forward some implications for kindergarten teachers＇ education.
出处
《幼儿教育（教育科学）》
2013年第7期64-67,共4页
Early Childhood Education(Educational Sciences)
关键词
具身理论
幼儿园教师
知识特征
教师教育
theories of embodied cognition
kindergarten teachers
knowledge features
teachers＇ education
