宜宾学院学报
宜賓學院學報
의빈학원학보
Journal of Yibin University
2015年
7期
26-32
,共7页
农村幼儿教师%教师教育%模式
農村幼兒教師%教師教育%模式
농촌유인교사%교사교육%모식
Rural preschool teacher%teacher education%mode
农村幼儿教师教育模式是培养、培训农村幼儿师资的基本范式。但是，我国目前仍未形成独立的农村幼儿教育体系，农村幼儿教师教育模式存在“去农村化”“单向度”“形式主义”等不良现象，其主要原因在于农村幼儿教师教育缺乏健全的“生态支持”和真切的“农村感”，存在“功利主义”的不良取向。我国农村幼儿教师教育模式的创新，需要优化其“生态环境”，凸显其“农村境域性”，坚持“多元与务实”的取向。
農村幼兒教師教育模式是培養、培訓農村幼兒師資的基本範式。但是，我國目前仍未形成獨立的農村幼兒教育體繫，農村幼兒教師教育模式存在“去農村化”“單嚮度”“形式主義”等不良現象，其主要原因在于農村幼兒教師教育缺乏健全的“生態支持”和真切的“農村感”，存在“功利主義”的不良取嚮。我國農村幼兒教師教育模式的創新，需要優化其“生態環境”，凸顯其“農村境域性”，堅持“多元與務實”的取嚮。
농촌유인교사교육모식시배양、배훈농촌유인사자적기본범식。단시，아국목전잉미형성독립적농촌유인교육체계，농촌유인교사교육모식존재“거농촌화”“단향도”“형식주의”등불량현상，기주요원인재우농촌유인교사교육결핍건전적“생태지지”화진절적“농촌감”，존재“공리주의”적불량취향。아국농촌유인교사교육모식적창신，수요우화기“생태배경”，철현기“농촌경역성”，견지“다원여무실”적취향。
Educational mode of rural preschool teacher is the basic paradigm of pre-service and in-service training for the rural preschool teacher.During 100-year development, China has created a number of dis-tinctive patterns of preschool teacher education and greatly promoted popularization of preschool education. However, there is no independent teacher education system for the rural preschool teachers, and some modes are“far from the rural preschool education”,“one-dimension” and “formalism”, for which the main rea-sons are the rural preschool teacher education is lack of sufficient“ecological support” and“rural feeling”, and the negative orientation of“utilitarianism”.It is important to renew the ecological environment ,enhance the“rural feature” of educational mode of rural preschool teacher and insist on“multiple” and“practical”value orientation.
