摘要
回溯性反思是幼儿教师专业成长的核心机制,借助对教学实践的系统性复盘,将碎片化的经验巧妙转化为系统性的专业能力。幼儿教师专业成长过程中面临四大瓶颈,即教学活动深度匮乏、教育方式创新不足、教学资源共享滞后及评价主观性过强等问题,故提出针对性策略,含借助回溯性反思推动知识体系的动态完善,基于回溯性反思洞察并创新个性化的教育方式,依托回溯性反思搭建协作共享平台,构建回溯性反思导向的多元动态评价体系,以促进幼儿教师的专业成长,推动其从“经验依赖型”转向“证据导向型”的教学创新模式转变,实现“教学实践—反思—学习—再实践”的专业成长闭环,为高质量学前教育的发展注入一定动力。
Retrospective reflection serves as the core mechanism for the professional growth of early childhood teachers,facilitating the transformation of fragmented experiences into systematic professional competence through a structured review of teaching practices.The professional development of early childhood teachers faces four major bottlenecks:a lack of depth in teaching activities,insufficient innovation in educational methods,delayed sharing of teaching resources,and excessive subjectivity in evaluations.To address these challenges,targeted strategies are proposed,including leveraging retrospective reflection to dynamically refine knowledge systems,innovating personalized educational approaches through retrospective insights,establishing collaborative sharing platforms based on retrospective reflection,and constructing a diversified,dynamic evaluation system guided by retrospective reflection.These strategies aim to foster the professional growth of early childhood teachers,promoting a shift from an“experience-dependent”to an“evidence-oriented”teaching innovation model.This approach achieves a closed-loop professional development cycle of“teaching practice—reflection—learning—re-practice”,thereby injecting momentum into the advancement of high-quality early childhood education.
作者
郑罗平
ZHENG Luoping(Zhouning County Teacher Training School,Fujian Province,Zhouning 355400,China)
出处
《教育探究》
2025年第2期26-30,共5页
Educational Study
关键词
回溯性反思
幼儿教师
专业成长
策略
retrospective reflection
early childhood teachers
professional growth
strategies
