研究性教學(xué)促進(jìn)幼兒園教師專業(yè)成長(zhǎng)的研究.pdf

1、南京師范大學(xué)碩士學(xué)位論文研究性教學(xué)促進(jìn)幼兒園教師專業(yè)成長(zhǎng)的研究姓名：張吉麗申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：學(xué)前教育學(xué)指導(dǎo)教師：顧榮芳2009-04-14Abstract IIAbstract Research teaching is one of the teaching and researching activities usually practiced in kindergarten which is very important fo

2、r kindergarten teachers’ professional development. Exploring the promotion of research teaching to kindergarten teachers’ professional development can enrich the study on research teaching and the way of kindergarten tea

3、chers’ professional development. On the base of data and material collected by interview, field-observation. Adopting the method of qualitative research ,the research deeply analysis the possibility, process and performa

4、nce of the promotion of the research teaching to kindergarten teachers’ professional development. After analyzing the data, we found that research teaching promoting kindergarten teachers’ professional development is pos

5、sible. Openly made research teaching be the possible way to promote kindergarten teachers’ professional development. Practicality made research teaching be the effective way to promote kindergarten teachers’ professional

6、 development. Cooperation made research teaching be the best way to promote kindergarten teachers’ professional development. After analyzing the process of research teaching promoting kindergarten teachers’ professional

7、development, a conclusion can be drawn as follow: ideal environment and good professional quality are the necessary conditions to kindergarten teachers’ professional development through research teaching. Research teachi

8、ng promotes teachers’ professional development by cleaning off obstacle and providing step ladders. Finally, we think the main promotions include: optimizing the knowledge; enriching the education experiences; renewing t

9、he conceptions and thoughts; advancing the professional emotion; perfecting professional quality; prorogating professional self-identity recognizations. At the mean time, we found that research teaching promoting kinderg

10、arten teachers’ professional development shows these characteristics: subconsciously of action way; radiativity of action sphere; progression of action time; profundity of effect degree; individual difference of action e