On the clinical model Training Strategies for Preschool Teachers.docVIP

On the clinical model Training Strategies for Preschool Teachers.doc

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On the clinical model Training Strategies for Preschool Teachers

On the clinical model Training Strategies for Preschool Teachers Paper Keywords: clinical type of pre-kindergarten teacher professional theory and practice strategies individual practice Abstract: This paper analyzes China’s traditional child care teacher training objectives and strategies defects, proposed normal pre-professional should be developing a “clinical model” preschool teachers as the goal. And fully expounded the “clinical model” preschool teacher training model theory - - individual practice theory. On this basis, it puts forward a three-pronged training strategy: First, to establish mutual support and child relationship because the second is the reform of Curriculum and Instruction, Third, in practice, the evaluation and reflection. With the development of society, our children becoming more and more college teachers of training. Undergraduate level what kindergarten teachers should have the qualities and abilities, is a teacher “professionalism” of an important subject. Many studies have found that, in recent years of undergraduate training level of preschool teachers, the quality of education theory can still compare the actual work is the lack of infant behavior guide decisions, and promote physical and mental development of children practical knowledge necessary. It reflects to some extent China Normal University is currently in pre-college professional curriculum and teaching arrangements, not better educational theory and practice to get through the channel, the students during the school failed to obtain sufficient knowledge of early childhood practice and good training. To solve this problem, we propose: Pre-undergraduate training should be “clinical model” preschool teachers. “Clinical” term, the original meaning of “doctor to the patient diagnosis and treatment of disease.” Clinical teaching hospital environment as the main teaching field, problem-focused, bedside teaching and group discussions as the main form of teaching. C

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