摘要
《3—6岁儿童学习与发展指南》的颁布不仅顺应了国际潮流，而且满足了我国学前教育改革与发展的内在需要。借鉴美国开展基于早期学习标准的教师培训的相关经验，并结合我国国情，研究者认为，我国开展基于《指南》的教师培训需要综合考虑教师专业发展政策、教师培训组织与管理、教师培训内容、教师培训形式、教师培训效果等问题，以系统规划与实施教师培训。当前，需要慎重思考《指南》的本地化问题，积极促成《指南》、幼儿园课程及儿童学习与发展评价的一致化，借助实践导向的培训方式，分阶段、有层次地安排和开展教师培训工作。
The promulgation of ＂Guidelines for 3-6 Year Old Children＇s Learning and Development＂ has conformed to the international trend of the times and also has satisfied the need of preschool education reform and development in China. Employing the experience of teacher training based on the early learning standards in United States as reference, together with Chinese context, this paper propounds that we must consider teachers＇ professional development pohcies, the organization and management of training, the content, methods and the effectiveness of training as a whole in order to plan and implement training based on the Guidelines systematically. At present, the Guidelines need to be localized and the alignments between the Guidelines, curriculum and assessments need to be done. Hierarchical training strategies should used step by step.
出处
《幼儿教育（教育科学）》
2012年第12期1-5,10,共6页
Early Childhood Education(Educational Sciences)
基金
2011~2012年度中美富布赖特研究学者项目资助
关键词
《3~6岁儿童学习与发展指南》
早期学习标准
教师培训
美国的经验
Guidelines for 3-6 Year Old Children＇s Learning and Development
early learning standards
teacher training
American experience
