摘要
在当前国家大力发展学前教育的背景下,研究幼儿教师对国家颁发的《幼儿园教师专业标准》《3—6岁儿童学习和发展指南》等政策文件代表的先进的教育观念的内化,是目前非常紧迫且有价值的课题。影响幼儿教师教育观念内化的心理内部因素包括个性倾向性系统、认知系统、情感意志调控系统和个性心理特征系统,与此相应地可以获得幼儿教师的教育观念内化的动力机制、认知机制、信念机制和发展极机制。
Under the current background of our country＇s rapid development of pre-school education, researching and promoting pre-school teachers＇ internalization of advanced education conceptions represented by such policy documents as Professional Standard for Pre-school teachers and Study and Development Guide for 3-6 year-old Children ete is a very urgent and valuable issue. Influencing factors of pre-school teachers＇ education conception internalization include personality tendency system, cognition system, and emotion and will controlling system and personality psychology feature system. Correspondingly we can acquire the motivation mechanism of pres-sehool teachers＇ education conception internalization, cognition mechanism, faith mechanism and development poles mechanism.
出处
《黑龙江教育学院学报》
2015年第2期50-54,共5页
Journal of Heilongjiang College of Education
基金
2013年度广东省高等职业教育教学改革项目"概念重建与课程创新--高职高专学前教育专业教师教育课程改革"(20130301068)
项目负责人:钟雪梅
关键词
幼儿教师
教育观念
内化机制
early childhood teacher
educational concept
internalization mechanism
