Y县乡镇中心幼儿园师资队伍建设问题及措施
摘要：Y县是旗县之一，现有公办幼儿园40所，其中1所无县幼儿园、1所无县城幼儿园、1个无县幼儿园，1所无乡镇幼儿园、13所无乡镇中心幼儿园、24所无村级幼儿园。Y县乡级中心小学于2011年建成，2012年九月开始开办，现已建成13所，全部为公立。由于其自身的特殊性，导致农村中心小学的师资力量以“三类学生”为主，因此，目前农村中心小学师资力量还面临着许多问题，严重影响着农村中心小学的健康发展。在公办幼稚园380位专职老师中，大约300位没有接受过专业训练。在此背景下，笔者通过对 Y县乡办幼儿园教师的现状和存在的问题进行了深入的剖析，并给出了相应的对策和建议。
关键词：Y县乡镇中心幼儿园；师资队伍建设；问题；措施
Problems and Measures in the Construction of Teachers' Troops in Township Central Kindergartens in Y County
Wang Yajuan
Directive teacher:
Abstract：Y County is one of the flag counties, and currently has 40 public kindergartens, including 1 non county kindergarten, 1 non county kindergarten, 1 non county kindergarten, 1 non township kindergarten, 13 non township center kindergartens, and 24 non village level kindergartens. County Y township level central primary school was completed in 2011 and opened in September 2012. It has now completed 13 schools, all of which are public. Due to its own particularity, the teaching force of rural central primary schools is mainly composed of "three types of students". Therefore, at present, the teaching force of rural central primary schools still faces many problems, seriously affecting the healthy development of rural central primary schools. Of the 380 full-time teachers in public kindergartens, approximately 300 have not received professional training. In this context, the author conducted a thorough analysis of the current situation and existing problems of kindergarten teachers in Y County and township schools, and gave corresponding countermeasures and suggestions.
Key words: Y County Township Central Kindergarten; Construction of teaching staff; Problems; measures
目 录
1 引言 1
2 概念界定 1
2.1乡镇中心幼儿园 1
2.2师资队伍建设 2
2.3 Y县乡镇中心幼儿园发展现状 2
3 Y县乡镇中心幼儿园师资队伍建设中存在的问题 3
3.1乡镇中心幼儿园教师结构不均衡、不合理 3
3.2乡镇中心幼儿园教师保障存在问题 3
3.3乡镇中心幼儿园教师工作负荷重，无法得到充分发挥 4
3.4乡镇中心幼儿园教师招录制度不稳定，专业率低 4
3.5乡镇中心幼儿园教师培训机会少，内容不切实际 4
3.6乡镇中心幼儿园教师管理制度不合理 5
4 Y县乡镇中心幼儿园师资队伍建设优化对策建议 5
4.1实行城乡轮岗制度，促进城乡幼儿园师资力量均衡 5
4.2完善学前教育师资招录制度，补充幼儿教师缺口 5
4.3从政府与教育主管部门层面提升教师专业化发展的建议 6
4.4对参加培训的教师个人层面提升教师专业化发展的建议 6
4.5让幼儿教师从“知识分子”走向有生命情感的“主体” 7
4.6“解放”幼儿教师、提升幼儿教师的精神生活质量 7
5 结论 8
参考文献 9
