和(hé)諧促發展，專業(yè)促成長✔≥(cháng)
——保教主任研修班專題培訓篇
Harmony makes developme₹§nt, profession helps growth
——Thematic training for the ed×↓ ∏ucation directors
《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，σ←>在遊戲和(hé)日(rì)常生(shēng)活中進行(xíng)的(de)。要φ×(yào)珍視(shì)遊戲和(hé)生(s₩∏hēng)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(s₩→¶ hēng)活，最大(dà)限度地(dì)支持和(hé)滿足幼兒(ér)通(ε✘™φtōng)過直接感知(zhī)、實際操作(zu↔±ò)和(hé)親身(shēn)體(tǐ)驗獲取經驗的(de)α≥∑需要(yào)。教師(shī)要(yào)注重觀察了(le)解幼兒(é≥↕r)、注重尊重每個(gè)幼兒(ér)的(de)學習(xí)特點和(£Ωhé)發展需要(yào)，注重關注每個(gè)幼兒(ér)的($≈de)變化(huà)和(hé)成長(cháng)，₽ > 注重反思和(hé)總結日(rì)常教育實踐經驗，不(bù)斷提高(gāo)專✔業(yè)化(huà)水(shuǐ)平和(hé)科(kē)學→♥€β保教能(néng)力。
The guide to children's development at the∑→₽↕ age of 3-6 points out that children☆↔♠ 9;s learning is based on direct experience in σσ€games and daily life. We should value the unique value of game and life, crea©≈te a rich educational enviroβσ'nment, arrange a day's life rea↓α×£sonably, support and satisfy the needs of δ ε£children to gain experi↕φ₹ence through direct perception, pr✘&actical operation and ♣→×personal experience. Teachers shou™>ld pay attention to observation and understandinΩ¶g of young children, to respecting for each child ♣÷'s learning charac &≠teristics and development needs, to the changα₽es and growth of each child, to the refl• ♠λection and summary of the experienc δσ☆e of daily education, and c→ σ€onstantly improve the level↕ of specialization and the ability πφof scientific education.
根據 “2018年(nián)度工(gōng)作(zuò)計(jì)劃”±γ、“入園指導過程中發現(xiàn ✔γ)的(de)實際問(wèn)題”↓§和(hé)“保教主任現(xiàn)存困惑的(de)™∞σ調查問(wèn)卷反饋結果”，特安排“北(běi)京&rσ↓≥dquo;、“重慶”、“蘇州”園所保教主任和(β₩hé)一(yī)名骨幹教師(shī)來(lái)北(běi)京總部參加2018年(™§♣nián)5月(yuè)9日(rì)-5月(yuè)12日(rì)為(wèi)期 ↓₩•4天的(de)專題培訓、實地(dì)研討(tǎo)₩$、文(wén)化(huà)交流活動。
According to the &qδ≥uot;2018 annual work plan", "the act₩≤♥§ual problems found in the g$∑uiding process" and "the¥"≥ result of the questionnai♣®♣re feedback from the educationπβ directors", we organized £•≤specifically the education director aγ∞nd one key teacher of eac♥ →h kindergarten from Beij×≥★'ing, Chongqing and Suzhou to participate the thφΩ'ematic training, on spot discussio'λn and cultural exchange a☆↕§€ctivities from May 9th to May 12th, 2018.
專題培訓風(fēng)向标：
★學習(xí)專業(yè)理(lǐ)論知(zh∞♦♦ī)識
★提升幼兒(ér)園保教質量σ β
★解決教師(shī)工(gōnλ©$g)作(zuò)中遇到(dào)的(de)困惑和(hé)問(wè<↔n)題
>∑÷σ; &nbsπ¶πp; ★促進教師(shī)專業(yè↕β$©)發展
最終目标－促進幼兒(ér)發展
Thematic training vane:
★Theoretical knowledge of lea ✔≤rning major
★Improving the quality of nursery educa↓ ©tion in kindergartens
★To solve the puzzles a≤₽≥♣nd problems encountered in th&'e work of Teachers
★Promote the professional development ®₹&€of Teachers
Ultimate goal - promoting children&≠↓φrsquo;s development
我們的(de)思考與實踐：
專題一(yī) 環境創設
主講：教學督導中心經理(lǐ)陶濤老(lǎo)師(shī)
創設與教育目标、教育內(nèi)容相(xiàng)适應的(de)良好"β≥(hǎo)教育環境，為(wèi)幼兒(ér)提供充分(fēn)活動的(de)機(jī)會(hu↕♣≤×ì)和(hé)條件(jiàn)，能(néng)₽ 因地(dì)制(zhì)宜，滿足幼兒(ér)發展的(de)需要(yào)，讓幼兒(δ♥ér)成為(wèi)環境的(de)主人(ré•↑≈≤n)。
Our thinking and practice:
Subject one: Creation of a special e♥≤≤∑nvironment
Lecture: Ms.Tao , manager of the Tea∏÷ching Supervision Center
How to create a good education environ>×£ment suitable for educational∞≠ Ω objectives and educ≥×Ω✔ational content, to pr₩®ovide adequate opportunities and conditions for φ≠←young children, to meet the needs of children☆→↓φ in the local conditions, to meet the needs o€±↓f children's development, and to make ↔ children the host of t£σhe environment.
➣帶著(zhe)問(wèn)題找問(wèn)題
老(lǎo)師(shī)們自(zì)主選擇參β♥∞觀某班級環境，根據自(zì)己已有(yǒuα)經驗發現(xiàn)環境中存在的(de)問(wènδ÷<↑)題。
➣Looking for a proble¥ m with a problem
Teachers choose to visit σφa certain class environment, and find out α♦&≥the problems in the environment according to theα±✘↕ir own experience.
➣帶著(zhe)方法做(zuò)評價
通(tōng)過環境理(lǐ)論以及評價策略的(de)學習(x¶×δí)，再次進入班級環境中去(qù)，找出優點和(hé)不(bù)足。
➣Make evaluation with a method
Through the study of environment theor£ππy and evaluation strategy, we can enter theε® class environment again to §β$find out the advantages ±π and disadvantages.
環境是(shì)重要(yào)的(de)教育資源，是(s♥✘hì)幼兒(ér)學習(xí)的(de)“潛課程”，環境是★∏Ω(shì)引發、支持幼兒(ér)遊戲學習(xí)發展的(de)外(wài)部條件(j$®©iàn)。優質的(de)教育環境可(kě)以促進幼兒(ér)主動的(d δe)全面的(de)富有(yǒu)個(gè)性的(de)發展，因此。教育者要(y∏™ào)以幼兒(ér)為(wèi)主體(tǐ)，注重環境中的∏÷€(de)師(shī)幼互動，關注幼兒(ér)的(de)發展進程、實際需要(y$α®ào)，為(wèi)幼兒(ér)創設高(gāo)水(shu₹★ǐ)平的(de)教育環境。
Environment is an important ed ∞ucational resource and a ← ←↓latent course for chil↕¶≥βdren to learn. And it&¥™☆rsquo;s the external condition that t♥≠"→riggering and supporting the development of child ♣™ren's game learning. High q✘€uality educational environment can prα♥omote children's initia♥π↑tive and all-round personality devel← βopment. Educators should take childr×π en as the main body, ←pay attention to the interaction απφbetween teachers and childre↑₩≠≥n in the environment, to the developmen↕✔t process and actual needs of children, and creat•₽e a high level of educ•< ation environment for children.
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 d&irectors ( phase 1)
Lecture: Ms. Zhao, chief insp♣ αector of teaching superviπδ♠sion center.
保教工(gōng)作(zuò)是(shì)幼兒(ér)園全部工(gōng)作(z uò)的(de)中心，幼兒(ér)園的(de)一(yī)切工('↔¥gōng)作(zuò)都(dōu)必須圍繞這(zhè)一(yī)中心₹♥≥™開(kāi)展，這(zhè)是(shì)幼兒(ér)園的(de)獨特特點，是(shì)∞↕¶γ由幼兒(ér)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π☆ε♦和(hé)諧發展。
The work of the kindergarten education is the cγ↓λ<enter of all the work of the kindergarten. Al∏♣§l the work of the kindergarten must be γ"±carried out around this cent•♣er. This is the unique feature of the $ εkindergarten. It is determined by the ←✘ nature and task of the kindergarten. Therefore, ≈in kindergarten manageme₹♦¥nt, we should focus on the maλ♣nagement of teaching and education,↔± guarantee and enhance the quality of teaching→≠σ work, and promote the har¥₽₽monious development ÷λαof children physically and mentally.
➣保教主任自(zì)身(shēn)± §修養和(hé)主要(yào)職責
擁有(yǒu)正确的(de)教育觀、兒(♣Ωér)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(tōng)、善于人(∑©• rén)文(wén)管理(lǐ)
工(gōng)作(zuò)能(néng)力-專業(yè)能(néng≠ ')力、指導實踐、協調、決策轉化(huà)
➣The self-cultivation and main dutie♣♥s of education directors:
Having the right view of education and child© ren's view
Our role - middle man•"agement
Literacy - good understandin≤♥g, good communication, good atφ←Ω human management.
Work ability - professiona© l ability, guidance pr€¥®€actice, coordination and decis€>ion transformation.
➣分(fēn)組研討(tǎo)并分(fēn)享保教管理≈≠Ω(lǐ)工(gōng)作(zuò)的(d$•e)內(nèi)容
➣Group discussion and sharing of the conβ←tent of the management of Education
➣分(fēn)析、講解保教管理(lǐ)工(gōng)作(>↔zuò)的(de)具體(tǐ)內(nèi)容，保教主任分(fēn)享評價表★•格。
➣Analyze and explain the specific c"β< ontents of the management. The education director♥φσs shared the evaluation form.
保教主任是(shì)實施保教管理(lǐ)的(' §de)主體(tǐ)，其業(yè)務能(néng)力直接影(yǐng)響幼兒(ér)園保εγ教工(gōng)作(zuò)質量，在幼兒(≤£σér)園的(de)保教管理(lǐ)實踐過程中，保教主任要(yào)發揮管理(lǐ)的(de)導向和£₽(hé)調控作(zuò)用(yòng)，将保教過程納入科©✘α♣(kē)學運行(xíng)軌道(dào)，推動園所質量不(bù)斷提升。
The director of the education i♣$s the main part of the management ✘εof the education. Its business γ♥±ability directly affects the qua✘₩✔lity of the nursery education. In the pra∞£ctice of the nursery educα®ation management in the kindergarten&÷ , the director of the education should p$δlay the guiding and regulating rol÷ e of the management, and bring the process γ♣₩ of the education into the sci♦φ☆αentific running tracα₹>'k to promote the quality of the garden to₹γ€ be improved continuously.
專題三 教學活動評析之聽(tīng)課Ω™與評課
主講：教學督導中心教研員(yuán)鐘(zhōng)秋瑜
Subject three: Lectures and comments on teac→♠≈σhing activities
Lecture: Ms. Zhong, teacher and researcher ₩¶∑αfrom the Teaching Supe ↕₽☆rvision Center
聽(tīng)課是(shì)一(yī)種行(xíng)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(de)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(yǒu)效性，提升教師(shī)組織教育活動能(néng)力以及提&£高(gāo)課堂教學研究的(de)水(shuǐ)平。
保教主任隻有(yǒu)科(kē)學有(yǒu)效的∞≠©δ(de)利用(yòng)聽(tīng)、評課提升教育教學的(de)質量，才能(néng)更快(Ω£kuài)的(de)促進教師(shī)的(de)專業(yè)成長(cháng♠¥σ)。
Attending lectures ↓ ¥"is an effective way and↑↔✔ means to study classroom teaching. Class e✘•valuation is an important part of kindergart→€en education system, and an im↔↑§portant means to evalua↓★te teachers' professional development andπα™• teaching ability.
The purpose of listening a★₽σ×ssessment is to study $∏the effectiveness of educational a♥♠γctivities, enhance teachers' ability to org££ anize educational activities and im↑λprove the level of classroom teach₹π♥♦ing research.
In order to promote the professional deve©εδ₽lopment of teachers better, only the scientific ∞®λ and effective use of l ☆€™istening and commenting courses can improve the q€εuality of teaching and education.
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(néng)量場(chǎng)，在反思和(hé)探討('tǎo)中發現(xiàn)，我們的(de)<α想法和(hé)內(nèi)心離(lí)尊重幼兒(ér)的(de)本•♥≈∑真更近(jìn)了(le)一(yī)步，“一(yī)切為(wè↑₩i)了(le)兒(ér)童，為(wèi)了(le)兒(ér♥σ)童的(de)一(yī)切”，♦↕ ♦在實踐中分(fēn)析問(wèn)題，探↓≥♦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(hu®δà)，增強自(zì)信，在團隊的(de)互¶÷動交流和(hé)合作(zuò)中提升專業(yè)能(néng)力，隻為(wèi)&l↑¥σπdquo;把最寶貴的(de)東(dōng)西(xī)給予兒(ér)童”↕。
The stressful and rich special traini↑πng provides an energy field for teachers.♦≥× In reflection and discuss✔♦£ion, we find that our ideas a₩Ω≈εnd innermost feelings are closer to the truth ≤♠÷of the children. “All fo"Ωπr children, for all chil×™dren.” We are engaged to analyze σthe problems in practice, to exp"→lore solutions, to reflect on educational¶✔ practice, and to learn constantly. Fee≈♠€l the change in your own ™®≥ideas and behavior, enhance self-confide¥π♠nce, and promote professional ability in"± the interaction and cooperation of the team, €<®÷only to "give the moλ λst precious things to children".↓∞★÷
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