摘 要：自国家教育部公开实施卓越教师培养计划的意见，各高校积极全面启动，以我校学前教育专业学生培养为例，分析了其现有模式下课程设置不合理、与幼儿园实践脱轨、忽略学生内在学习智慧的培养等困境。对此分别从院系、教师、学生三个角度提出了如下对应建议：完善课程设置，推行“双导师制”，创建学习型教师队伍；加强与幼儿园沟通，改善传统课堂模式；坚定教育信念，养成自我学习智慧，提高教学实践能力。71386

毕业论文关键词：学前教育，卓越教师，专业培养, 探索与反思

Abstract: Since The Ministry of Education decided to start the plan of cultivating excellent teachers, each college have started it actively and comprehensively. Take the cultivating of preschool major of our school as an example, I analysed the dilemma of exsiting models, for example, the unreasonable of curriculum; the out of the track of the kindergarten; the neglect of the students’ intrinsic learning wisdom. There are such suggestions from three angles about faculty and major, teachers and students, such as, perfecting curriculum, implementating the “Double Mentor System” and creating a learning oriented teacher team; strengthening communication with kindergarten and improving the traditional classroom model; having a firm belief in Education, develop learning wisdom and improving the ability of teaching practice .

Key words: preschool education , outstanding teachers , professional training, exploration and reflection

目  录

1 前言 3

2   “学前教育”卓越教师的含义及意义 3

2.1 “学前教育”卓越教师的含义 3

2.2 “学前教育”卓越教师的意义 3

3    我校学前教育卓越教师的培养模式 3

3.1 “卓越教师班”实践中的积极影响 4

3.2  我校学前教育“卓越教师”专业培养中存在的问题 6

3.2.1课程体系的设置与幼儿园脱轨 6

3.2.2实践环节的安排与理论技能学习的不兼容 6

3.2.3忽略学生的内驱动力的培养：学习智慧 7

4    对我校学前教育“卓越教师”培养的反思与建议 8

4.1  从我院学前教育系出发 8

4.1.1明确人才培养目标，完善课程设置 8

4.1.2推行“双导师制”，构建三方共同成长 9

4.1.3创建学习型教师队伍，提升教育新理念 9

4.2  从我院专业教师出发 10

4.2.1加强与幼儿园沟通，完善自身知识结构 10

4.2.2转变固有教育理念，改善传统课堂模式 10

4.3  从学前教育专业的学生出发 11

4.3.1坚定教育信念，充沛专业情意 11

4.3.2形成独立探究意识，养成自我学习智慧 11

4.3.3主动投入幼儿园见实习，提高教学实践能力 12

结论 高师学前教育卓越教师专业培养实践与反思:http://www.youerw.com/jiaoxue/lunwen_81037.html