摘要
我国目前的学前双语教育师资队伍素质偏低,难以适应当前学前双语教育的需要。合格的学前双语教师应具备科学正确的学前双语教育理念、多重的专业知识结构、较强的学前双语教育教学能力,并应达到一定的学历要求。通过构建层次分明、培训对象明确、培训形式灵活多样的三级网络化学前双语教师培训模式和提升教师自主专业反思能力,能够有效地促进学前双语教师的专业发展,提高我国学前双语教育的质量。
In this paper, based on the theory of bilingual education at home and abroad and the current preschool bilingual education in China, we put forward the specifications of standards in professional quality, professional knowledge, professional competence, education levels, and gave adviees about the approach of the bilingual preschool teacher professional development from the perspective of teacher professional development.
出处
《学前教育研究》
北大核心
2010年第5期39-43,49,共6页
Studies in Early Childhood Education
基金
全国教育科学"十五"规划教育部重点课题"学前双语教育师资培训研究"的阶段性研究成果
关键词
学前双语教育
学前双语教师
规格标准
专业发展
preschool bilingual education, preschool bilingual teacher, specification standards, professional development
