摘要
为促进乡村学前教育发展,进一步解决乡村幼儿教师质量欠佳的难题,兼顾传统线下培训与新时代网络线上培训优势的混合式培训模式已被我国很多地区采用,但当前混合式培训模式尚未达到预期效果。为进一步提升优化混合式培训的成效,以教育生态学理念为指导,以贵州省榕江县"幼师国培"试点项目为实践载体,提出完善教育生态体系建设、重视教师生态主体地位、提升教育管理质量、加强信息技术深度融合等建议。
In order to promote the development of rural preschool education and further solve the problem of poor quality of rural preschool teachers, the blending training mode, which combines the advantages of traditional offline training and online training in the new era, has been adopted in many areas of China, but the current hybrid training mode has not yet achieved the expected effect. In order to further improve the effectiveness of mixed training, guided by the concept of educational ecology, and with the pilot project of "National Training for Preschool Teachers" in Rongjiang County of Guizhou Province as the practical carrier, the paper puts forward suggestions on improving the construction of educational ecological system, attaching importance to the ecological subject status of teachers, improving the guidance of educational management and teaching, and strengthening the deep integration of information technology.
作者
毕亮
BI Liang(Guiyang Preschool Education College,Guiyang,Guizhou 551400,China)
出处
《教育教学论坛》
2020年第45期289-290,共2页
Education And Teaching Forum
基金
2017年贵州省教育厅人文社会科学研究项目“教育生态学视野下的乡村幼儿教师混合式培训模式探究”(2017zc129)。
