幼儿教师“反思性实践”能力的理论研究 -学前教育专业

摘要

幼儿教师的“反思性实践”能力作为提升教育质量的核心要素，近年来受到广泛关注。本研究基于当前幼儿教育领域对教师专业发展需求的日益增长，旨在深入探讨幼儿教师“反思性实践”能力的理论内涵及其培养路径。幼儿教师的反思性实践能力不仅涉及教学行为的改进，还涵盖情感认知、价值判断及行动策略等多个维度。此外，研究揭示了影响该能力发展的关键因素，包括教师个人特质、教育环境支持以及专业培训体系的完善程度。本研究的主要创新点在于提出了一个动态发展的能力培养框架，强调反思过程的情境性和持续性，并首次将情绪智力纳入反思性实践能力的评估体系。这一成果为幼儿教师的专业成长提供了理论支撑和实践指导，同时为教育管理部门优化教师培训政策提供了重要参考。

关键词：反思性实践；幼儿教师；能力培养框架；情绪智力；教育环境支持

Theoretical Research on the Competence of Reflective Practice for Early Childhood Teachers

英文人名

Directive teacher:×××

Abstract

The reflective practice ability of preschool teachers, as the core element of improving the quality of education, has been widely concerned in recent years. Based on the growing demand for teacher professional development in the field of early childhood education, this study aims to deeply explore the theoretical connotation and training path of "reflective practice" ability of early childhood teachers. The reflective practical ability of preschool teachers not only involves the improvement of teaching behavior, but also covers many dimensions such as affective cognition, value judgment and action strategy. In addition, the research reveals the key factors that affect the development of this ability, including the personal characteristics of teachers, the support of the educational environment, and the degree of perfection of the professional training system. The main innovation of this study is to propose a dynamic competence development fr amework, emphasizing the contextuality and continuity of the reflective process, and incorporating emotional intelligence into the assessment system of reflective practical competence for the first time. This result provides theoretical support and practical guidance for the professional growth of preschool teachers, and also provides an important reference for education management departments to optimize teacher training policies.

Keywords: Reflective Practice；Early Childhood Teachers；Competency Development fr amework；Emotional Intelligence；Educational Environment Support

引言 1

一、幼儿教师反思性实践的理论基础 1

(一)反思性实践的概念界定 1

(二)国内外研究现状分析 2

(三)理论框架构建 2

二、幼儿教师反思性实践的核心能力 3

(一)自我觉察能力的培养 3

(二)批判性思维的应用 3

(三)实践智慧的形成 4

三、幼儿教师反思性实践的影响因素 4

(一)个体因素的作用分析 5