|本期目录/Table of Contents|

[1]李兰芳,王丽娟,王晓丽.乡村幼儿园教师专业促进中的有效评价——兼论舒尔曼教师教育思想的点拨价值[J].宁波大学学报(教育科学版),2018,40(1):116-122.
 LI Lan-fang,WANG Li-juan,WANG Xiao-li.Effective Evaluation of the Professional Improvement of Rural Kindergarten Teachers: An Inspiration of Schulmans Thought on Teachers’ Education[J].JORNAL OF NINGBO,2018,40(1):116-122.
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乡村幼儿园教师专业促进中的有效评价——兼论舒尔曼教师教育思想的点拨价值(PDF)
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《宁波大学学报》(教育科学版)[ISSN:1008-0627/CN:33-1214/G4]

卷:
第40卷
期数:
2018年1期
页码:
116-122
栏目:
基础教育
出版日期:
2018-01-16

文章信息/Info

Title:
Effective Evaluation of the Professional Improvement of Rural Kindergarten Teachers: An Inspiration of Schulmans Thought on Teachers’ Education
文章编号:
10080627(2018)01-0116-07
作者:
李兰芳王丽娟王晓丽
(兰州城市学院 幼儿师范学院,甘肃 兰州 730020)
Author(s):
LI Lan-fang WANG Li-juan WANG Xiao-li
( Kindergarten Teachers Dept., Lanzhou Municipal College, Lanzhou 730020, China )
关键词:
-
Keywords:
Rural kindergarten teachers professional improvement evaluation thought on teachers’ education
分类号:
-
DOI:
-
文献标志码:
A
摘要:
评价对乡村幼儿园教师专业促进具有监控引导和反思助力作用。当前我国各类乡村幼儿园教师的专业促进工作存在着评价功能公务化、评价目标随意化和评价过程肤浅化等评价缺陷问题,应当予以及时解决。对此,舒尔曼教师教育思想具有启发和弥合价值,主要体现在四个方面:一是对“为了专业的教育”的评价思想定位;二是对以领域教学知识为核心的评价内容的厘清和理解;三是对“桥梁意识”评价标准的把握和应用;四是对“专业促进档案袋”评价方法的设计和利用。
Abstract:
Evaluation plays an introspective role in monitoring and directing rural kindergarten teachers’ professional improvement. For that purpose, diversified training programs have been launched under the state scheme for kindergarten teachers training, but such issues stand out as bureaucratic functions, random goals and superficial process of evaluation, which need to be researched and resolved. This study aimed to examine the issues and explore a strategic approach in the perspective of Schulman’s thought on teachers’ education. It suggested that: evaluation is first ideologically aimed at “the professional education” to enhance teachers’ cultivation of career enthusiasm, foster and renew their theoretical learnings, and bring their subjectivity in full swing; second, the contents of evaluation with domain-based preschool educational knowledge as its core are clarified and comprehended to highlight its objectives, systematic contents, efficient functions and cooperativeness; third, standards for the evaluation of “bridge consciousness” are applied to dynamically assess teachers’ performance through class observation to advance their independent work; and finally, a data-based “professional improvement portfolio” is designed and used to record teachers’ advancement, performance and assessing feedback.

参考文献/References:

[1].李兰芳. 促进乡村幼儿园教师专业发展的助力点分析与实践建议[J]. 幼儿教育: 教育科学, 2017(5): 33-38.
[2].王斌华. 发展性教师评价制度[M]. 上海: 华东师范大学出版社, 1998(1): 13-16.
[3].舒尔曼. 标志性的专业教学法: 给教师教育的建议[J]. 黄小瑞, 译. 全球教育展望, 2014(1): 3-13.
[4].舒尔曼. 实践智慧: 论教学、学习与学会教学[M]. 上海: 华东师范大学出版社, 2014.
[5].张华军. 论理论性学习在教师培养中的作用——基于杜威思想的讨论[J]. 教育学报, 2012(2): 20-28.
[6].郑志辉. 引领教师专业发展学科教学知识再探[J]. 中国教育学刊, 2010(3): 50-53.

备注/Memo

备注/Memo:
基金项目:2016年甘肃省哲学社会科学规划项目“教育精准扶贫背景下甘肃乡村幼儿园教师专业能力评估与援助策略研究”(YB112)第一 收稿日期:2017-08-10基金项目:2016年甘肃省哲学社会科学规划项目“教育精准扶贫背景下甘肃乡村幼儿园教师专业能力评估与援助策略研究”(YB112)第一作者简介:李兰芳(1965-),女,山西临汾人,教授,主要
更新日期/Last Update: 2018-01-15