和(hé)諧促發展，專業(yè)促成長(chán¶∞∞g)
——保教主任研修班專題培¶™α訓篇
Harmony makes developm←ent, profession helps ±growth
——Thematic trai₽"ning for the education dir>Ωectors
《3-6歲兒(ér)童發展指南(nán)》中指出：幼兒(ér)的(de)$↕&£學習(xí)是(shì)以直接經驗為(wèi)基礎，在遊戲和(hé)₽®'日(rì)常生(shēng)活中進行(xíng)的(d ☆•e)。要(yào)珍視(shì)遊戲和(hé)生(shēng♦ )活的(de)獨特價值，創設豐富的(de)教育環境，合理(lǐ)安排一(yī)←≠日(rì)生(shēng)活，最大(dà)限™∞♠度地(dì)支持和(hé)滿足幼兒(ér)通(tōng$)過直接感知(zhī)、實際操作(zuò)和(hé)親身(shēn)®∏體(tǐ)驗獲取經驗的(de)需要(yào)。教師(shī)要(₩→&¶yào)注重觀察了(le)解幼兒(ér)、注重尊重每個(gè)幼兒(★©ér)的(de)學習(xí)特點和(hé)發展需要(yào)σλ>↔，注重關注每個(gè)幼兒(ér)的(de)變化(huà$σ∞)和(hé)成長(cháng)，注重反思和(hé)總←♣結日(rì)常教育實踐經驗，不(bù)斷提高(gāo)專業♣©÷(yè)化(huà)水(shuǐ)平和(hé)科(kē)學保教能☆↑(néng)力。
The guide to children's develo×δpment at the age of 3¶→↔™-6 points out that children'←★;s learning is based on<λ direct experience in games and dai≥₽εly life. We should value the unique val→Ωλue of game and life, create a rich ed♣✔ucational environmenΩ't, arrange a day's life r♣♥easonably, support and sat✔≠isfy the needs of children↔π to gain experience through direct per♦βception, practical operation and p♥§ersonal experience. Teδ✔ achers should pay attention γ✔to observation and understanding of y ∞oung children, to respecting for eaσ£ ch child's learning characteristi cs and development needs, to the changeπ↓✔$s and growth of each child, to©€£₽ the reflection and summ™αδary of the experience of daily educ×∑∏ation, and constantly impr÷¶¥ove the level of specialization©↔Ω and the ability of scientific ↑≠✔education.
根據 “2018年(nián)度工( ±gōng)作(zuò)計(jì)劃”、&ld♣'∑quo;入園指導過程中發現(xiàn)的(dσΩ→₩e)實際問(wèn)題”和(hé)“保教主 α任現(xiàn)存困惑的(de)調查問(wèn)卷反饋結果”，特安©♦↓≤排“北(běi)京”、≥✘'“重慶”、“蘇★®÷州”園所保教主任和(hé)一(y<∞ī)名骨幹教師(shī)來(lái)北(běi)京總部•♣♣參加2018年(nián)5月(yuè)♣≠∏9日(rì)-5月(yuè)12日(rì)為(wèi)¶∏期4天的(de)專題培訓、實地(dì)研討(tǎo)、™∑文(wén)化(huà)交流活動。
According to the &±•≈Ωquot;2018 annual work plan", &qγ$♠≥uot;the actual problems¶∏ found in the guiding process>α≠λ" and "the result of th$αe questionnaire feedback from the educa$㙀tion directors", we organiε∞zed specifically the education director↕© and one key teacher o↑↑f each kindergarten from Beiji ™ng, Chongqing and Su✔zhou to participate t±÷$₹he thematic training, on spot discuss✔®←♦ion and cultural exchan♥♣₹ge activities from May 9th to May 12th, 2018.
專題培訓風(fēng)向标：
★學習(xí)專業(yè)理(lǐ)論知(z≤hī)識
★提升幼兒(ér)園保教質量
★解決教師✔Ω(shī)工(gōng)作(zuò)中遇到(dàoδ$ ∏)的(de)困惑和(hé)問(wèn)題
&<≤nbsp; ★促進教師(shī)專業(yè)發展
最終目标－促進幼兒(ér)發展
Thematic training vaγ₽ne:
★Theoretical knowledge of learni™$ng major
★Improving the quality ofΩ→ nursery education in kind₩ergartens
★To solve the puzzles and ' problems encountered in thε¥e work of Teachers
★Promote the professional dev≤∏∏ elopment of Teachers
Ultimate goal - promo♠ ting children’s development
我們的(de)思考與實踐：
專題一(yī) 環境創設
主講：教學督導中心經理(lǐ)陶濤老(lǎo)師(shī)
創設與教育目标、教育內(nèi)容相(xiàng)适應的(de)良∞ → 好(hǎo)教育環境，為(wèi)幼兒(ér)提供充分(fē∑λn)活動的(de)機(jī)會(huì)"$★和(hé)條件(jiàn)，能(néng)因地(dì)制(zhì)宜δ π，滿足幼兒(ér)發展的(de)需要(yào)，讓幼兒(ér)成為±®(wèi)環境的(de)主人(rén)。
Our thinking and pra☆≥ ctice:
Subject one: Creation of a sp₹€ecial environment
Lecture: Ms.Tao , manager of the T☆↑♦eaching Supervision Center
How to create a goo•× d education environment suitable©γ for educational objectives and ÷educational content, to pro€≤✘vide adequate opportunities and¥✔≤ conditions for young children,♦♣☆Ω to meet the needs of children in thπ e local conditions, ±Ωα→to meet the needs of children"✔'s development, an∞¥ ₩d to make children the host of the✘↔≥ environment.
➣帶著(zhe)問(wèn)題找問(wèn)題
老(lǎo)師(shī)們自(zì)主選擇參觀某班級環境，根據•✔ε自(zì)己已有(yǒu)經驗發現(xiàn)環境中存在的(de)問(wèn< £)題。
➣Looking for a problem with a prob♥™lem
Teachers choose to visit a cerβ∑®tain class environment, and ↓±φfind out the problems in the∏≠ environment according to their> own experience.
➣帶著(zhe)方法做(zuò)評價
通(tōng)過環境理(lǐ)論以及評價策略的(de)學習≠'(xí)，再次進入班級環境中去(qù)，找出優點和(hé)不(bùΩ$)足。
➣Make evaluation with επ♥a method
Through the study of e≥♠nvironment theory and evaluation¥' strategy, we can enter the class envir↑✘ €onment again to find out th↕φe advantages and disadva ntages.
環境是(shì)重要(yào)的(de)教育資源，是(sβ€hì)幼兒(ér)學習(xí)的(de)“潛課程&rdq♦∏uo;，環境是(shì)引發、支持幼兒(ér)遊戲學習(xí)發展的('₽de)外(wài)部條件(jiàn)。優質的(de)教育環境↔₹•可(kě)以促進幼兒(ér)主動的(de)₩<全面的(de)富有(yǒu)個(gè)性的(de)發展，因此。教€₩γ☆育者要(yào)以幼兒(ér)為(wèi)主體(tǐ)，注重環★☆≤'境中的(de)師(shī)幼互動，關注幼兒(ér)的(de)發展進程★↑λ♦、實際需要(yào)，為(wèi)幼兒(é₹§☆™r)創設高(gāo)水(shuǐ)平的(de)教育環境。
Environment is an importa✔✔nt educational resource ©₽☆©and a latent course for ch✘ ↔ildren to learn. And it&•≠δrsquo;s the external conditiλ≠≥on that triggering and su¶☆pporting the development of c εhildren's game learning.↕>↔ High quality educational enλπ∞vironment can promote chiγ±↓εldren's initiative and all-round pe£ ↕rsonality development. Educ¥☆ ators should take children as the m&←ain body, pay attention t™φo the interaction between teachers and∑≈ children in the environmeφ♥☆nt, to the development proceΩ≤§≈ss and actual needs of children,∑γ₹ and create a high level of educa♥↑₽λtion environment for ch®εildren.
專題二 保教主任研÷¶修課程（第一(yī)期）
主講: 教學督導中心總督學趙金(jīn)歐老(lǎo)₩≠"≤師(shī)
Subject two: Training course for ©↔∞nursing directors ( ph ✔δase 1)
Lecture: Ms. Zhao, chief inspect"λ↓or of teaching supervisΩ¥£ion center.
保教工(gōng)作(zuò)是(shì)幼兒(ér)園§✘♥π全部工(gōng)作(zuò)的(de)中心，幼兒(ér)園的(≤αde)一(yī)切工(gōng)作(zuò)都(dōu)必須圍繞這©←π (zhè)一(yī)中心開(kāi)展，這(zhè)是(shì)幼兒(☆¥αφér)園的(de)獨特特點，是(shì)由幼兒(ér)ε→園的(de)性質和(hé)任務所決定的(de)。因此，在幼兒(ér)園管✘←∏₹理(lǐ)工(gōng)作(zuò)中，應以保教管理(lǐ)為(wèi)核心 ≈，保證和(hé)提升保教工(gōng)作(zuò)質量，∞₽促進幼兒(ér)身(shēn)心和(hé)諧發展π♥↕。
The work of the kindergarten edu¥₽cation is the center ×∑€of all the work of the kindergar"®£ten. All the work of the kindergarten m¥★®ust be carried out around this center. ₽$This is the unique feature of the ki±≤®ndergarten. It is deter₹₹mined by the nature and task of λ∞÷≥the kindergarten. Theref£γ∑"ore, in kindergarten manag ₽ement, we should focus on the ✘✔management of teaching and ↓↑education, guarantee≠☆☆ and enhance the quality of t←"eaching work, and promote the har× •monious development of children physi✔¥←cally and mentally.
➣保教主任自(zì)身(shēn)修養和(hé)主要(y÷≠ào)職責
擁有(yǒu)正确的(de)教育觀、兒(♥™≤ér)童觀
我們的(de)角色—中層管理(lǐ)者
素養—善解人(rén)意、善于溝通(≈φtōng)、善于人(rén)文(wén)&★管理(lǐ)
工(gōng)作(zuò)能(néng)力-專業(yè)能(néng)力、指↔→δ 導實踐、協調、決策轉化(huà)
➣The self-cultivat♦>∞ion and main duties of eduλ¶♦↕cation directors:
Having the right view of education a≠∞nd children's view
Our role - middle management
Literacy - good unders↔>tanding, good communicatio¥αβn, good at human management.
Work ability - professio✔≠✔nal ability, guidance practice, c≥♣☆oordination and decision transformatioβ↕"n.
➣分(fēn)組研討(tǎo)₽÷并分(fēn)享保教管理(lǐ)工(gōng)作(zuò→∏¶↓)的(de)內(nèi)容
➣Group discussi↕Ω→on and sharing of the content of the £™ management of Education
➣分(fēn)析、講解保教管理(lǐ)工(gōΩ<βng)作(zuò)的(de)具體(tǐ)內α♠(nèi)容，保教主任分(fēn)享評價表格。
➣Analyze and expl•↓$₽ain the specific contents of the man ★β↑agement. The education dire®"ctors shared the evaluatio $♠n form.
保教主任是(shì)實施保教管理(lǐ)的(d★→₽e)主體(tǐ)，其業(yè)務能(néng)力直¥÷α接影(yǐng)響幼兒(ér)園保教工(gōng)作(zuò)質量，在幼兒(≠≤ ér)園的(de)保教管理(lǐ)實踐過程中，保教主任要(∑✘ yào)發揮管理(lǐ)的(de)導向和(hé)調控作(zuò)用(yòng±★)，将保教過程納入科(kē)學運行(xíng)軌道(dào☆ )，推動園所質量不(bù)斷提升。
The director of the≤♣¶ education is the main part ₽≥↕∑of the management of the ÷≥↑γeducation. Its business ability direc&∞tly affects the quality of the nur§♥sery education. In the practic ≈π∞e of the nursery education m♥✘anagement in the kindergarten, ∞"✘↓the director of the educa βtion should play the guiding and regula↑✘ting role of the manageme¶★ •nt, and bring the process£♦ of the education into the scien→★γtific running track to<♠ promote the quality of the gar↔•π§den to be improved continuoαΩusly.
專題三 教學活動評析之聽(tīng)課與評課
主講：教學督導中心教研員(yuán)鐘(zh 'ōng)秋瑜
Subject three: Lectures and cπ←omments on teaching activ∑±ities
Lecture: Ms. Zhong, teach"∏er and researcher from the Teaching Sup"☆ervision Center
聽(tīng)課是(shì)一(yī)種行(xíngΩ★∏±)之有(yǒu)效的(de)研究課堂教學的(de)重要(yào)手段和(hé®×)途徑。評課是(shì)幼兒(ér)園教育系統的(d↓δ→&e)一(yī)個(gè)重要(yào)組成部↕"→£分(fēn)，是(shì)評價教師(shī)專業(yè)發展和(hé)教學♠₩能(néng)力的(de)重要(yào)手段。
聽(tīng)評課目的(de)是(shì)研究教育活動的(de)有(y±®ǒu)效性，提升教師(shī)組織教育活動能(néng≥<ε)力以及提高(gāo)課堂教學研究的(de)水<φ↓∞(shuǐ)平。
保教主任隻有(yǒu)科(kē)學有(yǒu)效的(de)利用(yòn↓↓♣g)聽(tīng)、評課提升教育教學的(de)質量，才能(néng)更快(k' ∞★uài)的(de)促進教師(shī)的(de)專業(yè)成長(cháng)。≥♥•↑
Attending lectures is↔¥♣© an effective way and Ωφ ♣means to study classroom teaching. Cl'>"ass evaluation is an important pδ≈art of kindergarten education system,≠< and an important mean↑>s to evaluate teachers' professio☆Ω nal development and teaching a↓×δbility.
The purpose of listening asse®®αssment is to study the§φ♣ effectiveness of educational activi↕₽§ ties, enhance teachers' ability t$σo organize educationa↕♥ l activities and improve t↔✔he level of classroom teachin←✔βg research.
In order to promote the professional ♥ε☆δdevelopment of teachers better, only ©>α the scientific and effective$↕ use of listening and comment☆≈ing courses can impro™✘₩&ve the quality of teaching and edu¥∑cation.
緊張而豐盈的(de)專題培訓為(wèi) ×☆老(lǎo)師(shī)們提供一(yī)個(gè)能(n"¶↕éng)量場(chǎng)，在反思和(hé)探討(tǎo)中發現≈"↕→(xiàn)，我們的(de)想法和(hé)內(nèi)心離(l★÷♠ í)尊重幼兒(ér)的(de)本真更近(jìn↑')了(le)一(yī)步，“一(yī)切為"↑×≤(wèi)了(le)兒(ér)童，為(wèi)了(le)兒(ér)童的( φde)一(yī)切”，在實踐中分(fēn)析問(wèn)題，探'γΩ¥索解決策略、反思教育實踐，在不(bù)斷學習(xí)中 ₹感受自(zì)身(shēn)理(lǐ)念和(hé)行©↕(xíng)為(wèi)的(de)變化(huà)，增強自(zδ®εì)信，在團隊的(de)互動交流和(héσφ)合作(zuò)中提升專業(yè)能(n&≤ éng)力，隻為(wèi)“把Ωπ最寶貴的(de)東(dōng)西(xī)給予兒(ér)童&α>φγrdquo;。
The stressful and rich special trainε×α>ing provides an energy field fo♠☆Ω"r teachers. In reflection and •↕>discussion, we find that our ideas and Ω innermost feelings are closer to th "e truth of the children. &ldquΩ$♦o;All for children, for all c<<✘ hildren.” We are enga§♥★ged to analyze the p€ 'roblems in practice, to ex©plore solutions, to reflect on edε≈ucational practice, and ↕∏to learn constantly. Feel t≤γhe change in your own ideas and b±<>≤ehavior, enhance self-confidence↕λ', and promote professional λ♣♦ ability in the interact∑ ion and cooperation of the>≤π team, only to "give the most pπ♥♥recious things to children&qu£→ot;.
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