幼儿教师专业成长及其激励探究(2)

的、循环反复的评价。同时，在教师评价中提倡合作、参与式评价，实行教师自评和互评相结合的方式，对教师的教学行为及效果进行评价。其最终目的，不仅仅是评价，更是一种促进幼儿教师专业发展的策略。再次，在教师成长过程中应逐步建立“教师专业成长档案”，对教师实行动态评价管理。通过“教师成长档案”管理，使教师主动参与专业发展的评价和规划，与幼儿园管理者合作完成管理评价，从而有效地激发教师专业发展的内在动力。 结语

推动幼儿教育事业的发展，关键在于提高幼儿教师的素质。幼儿教师的专业成长不仅仅是传统意义上的学历提高和培训、简单的知识更新，而是指教师在幼儿园的教育教学活动过程中获得发展，是一个系统而持续的过程，而激励在调动人的主观能动性方面起着非常巨大的作用。因此，要想让幼儿园的教师管理平稳有序，良好激励策略的运用必不可少。 On

Pre school Teachers’Professional Development and

Incentive Strategy

Abstract:In recent years， with the development of society and the deepening of reform programs， people realize that the early childhood education at kindergarten level is the core of the reform. Based on the theory of previous research on teachers' professional development,this paper put forwards that government and educational administration should constitute soundly the system of the rural preschool teachers' professional development; school should create the culture of co-operation, teach teachers how to do action research and do school-base training; the teacher itself should enhance self-awareness of professional development ,reflect and strengthen the co-operation and communication among teachers for promoting teachers itself professional development.

Keywords: preschool teachers；preschool teachers’ professional development Incentive strategy

参考文献：

[1]顾荣芳著.从新手到专家：幼儿教师专业成长研究[M].北京:北京师范大学出版社,2007.

[2]关淑润主编.现代人力资源管理与组织行为[M].北京：对外经济贸易大学出版社，2001.

[3]刘占兰主编.促进幼儿教师专业成长的理论与实践策略[M].北京:教育科学出版社,2006.

[4]康永久.教师专业化的组织激励[J].教育科学研究，2006(11). [5]邓泽军.我国幼儿教师专业化问题与建议[J].学前教育研究,2007,(11)

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