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所谓教师课程意识,指的是教师对于课程本身的开发和构建意识。幼儿园教师是否具有课程意识,课程主体意识、课程生成意识、课程资源意识等方面的表现,很大程度上能反映出教师专业化发展的水平。南师大虞永平教授认为:幼儿教育是专业,幼儿园教师是专业职业,幼儿园教师的专业化对提升学前教育质量具有重要的意义。当下幼儿园教师课程意识的现状与形成原因由于历史的原因,当下幼儿园的教师结构还是比较复杂的,尤其是农村幼儿园,教师的年龄、学历各不相同,公办、代课性质待遇不同,教师的课程意识更是参差不齐,主要表现在:
The so-called teacher’s curriculum awareness, refers to the teachers for the curriculum itself to develop and build awareness. Kindergarten teachers with curriculum awareness, subject awareness, curriculum awareness, curriculum resource awareness and other aspects of performance, to a large extent, can reflect the level of teacher professional development. Professor Yu Yongping of South China Normal University holds that preschool education is a profession, kindergarten teachers are professional occupations, and kindergarten teachers’ specialization is of great significance to improving the quality of pre-school education. Current Kindergarten Teachers’ Curriculum Consciousness Status and Causes Due to historical reasons, the current kindergarten teacher structure is still quite complex, especially in rural kindergartens, teachers vary in age, academic qualifications, public service, substituting for the nature of substandard treatment, the teacher’s curriculum awareness It is uneven, mainly in: