青岛大学师范学院学报
青島大學師範學院學報
청도대학사범학원학보
JOURNAL OF TEACHERS COLLEGE QINGDAO UNIVERSITY
2011年
4期
16-20
,共5页
美国%农村幼儿教师%学前教育%质量保障机制
美國%農村幼兒教師%學前教育%質量保障機製
미국%농촌유인교사%학전교육%질량보장궤제
the US%rural preschool teachers%preschool education%quality assurance system
20世纪90年代以来，美国开始关注教师质量问题，制定了一系列的专业标准，并通过职前培养、入职聘用和在职培训三个相互联系的环节有效保障了农村幼儿教师质量。我国学前教育事业发展正面临着前所未有的机遇和挑战，美国农村幼儿教师质量保障机制可以为我国农村幼儿教师队伍建设提供一定的启示。
20世紀90年代以來，美國開始關註教師質量問題，製定瞭一繫列的專業標準，併通過職前培養、入職聘用和在職培訓三箇相互聯繫的環節有效保障瞭農村幼兒教師質量。我國學前教育事業髮展正麵臨著前所未有的機遇和挑戰，美國農村幼兒教師質量保障機製可以為我國農村幼兒教師隊伍建設提供一定的啟示。
20세기90년대이래，미국개시관주교사질량문제，제정료일계렬적전업표준，병통과직전배양、입직빙용화재직배훈삼개상호련계적배절유효보장료농촌유인교사질량。아국학전교육사업발전정면림착전소미유적궤우화도전，미국농촌유인교사질량보장궤제가이위아국농촌유인교사대오건설제공일정적계시。
The U.S. has paid much attention to teacher quality, and formulated a series of professional standards since 1990. The rural preschool teachers in America are qualified to teach through pre-service education job-specific training and in-service training. The development of preschool education in China now is faced with unprecedented opportunities and challenges, and we can gain the inspiration from the quality assurance system of the rural preschool teachers in America to optimize the rural preschool teachers in China.
