適應幼兒園教師特點的有效管理 (2)(一)

目     錄

一、分析我園教師隊伍現狀·······················································································2

二、我園教師專業成長的有效管理策略與探索·······················································2

（一）尋找幼兒園辦園目標與教師個人目標相結合···············································2

1、教師個人成長目標的規劃與策略的實施·····························································2

2、建立教師個人成長監督機制，保證目標如期完成·············································2

（二）開展園本培訓策略，打造高素質的教師隊伍···············································3

1、根據教師層次進行分層培訓，架構教師成長臺階·············································3

2、注重教師潛能的開發，提供展示的平臺·····························································3

三、實施教師專業成長的業績考評制度，激勵教師主觀能動性的發展···············4

四、促進教師隊伍成長有效管理的收獲···································································4

（一）形成了本園教師成長的管理模式···································································4

（二）構建了教師專業成長管理的框架···································································5

（三）呈現適合教師管理的多種有效方式方法·······················································5

參考文獻·······················································································································6

一、分析我園教師隊伍現狀

    我園現有專任教師42名，這些教師中80%均為80后，其中有16名為1-3年教齡的新教師。這些新教師隊伍中除2名正式在編教師以外，其余均為自聘教師，隊伍不隱定，缺少教學經驗，而且專業能力較弱。其余的26名教師中有5名區教壇新秀、骨干教師和高級教師。她們具有比較扎實的專業知識和豐富的教學經驗，隊伍穩定，是幼兒園教學工作的中流砥柱。有18名教師具有一定的教學經驗和知識技能，大多數承擔著班主任的工作職責，正處于專業成長期。

    隨著社會的進步和幼教事業的發展，人們越來越認識到教師的重要作用及在教育過程中的不可替代性，人們對教師提出了越來越高的要求。但是我們調查發現，相當一部分教師在知識結構、自我更新知識的能力、教學設計能力、科研創新能力等方面存在缺陷。特別是一部分新教師缺乏幼兒教師最基本的基礎知識和教育技能。這樣，幼兒園長期積累下來的優秀成果、經驗的傳承以及現實的創新、研究都遇到了前所未有的障礙。

    幼兒教育事業需要優質的師質隊伍。通過有效管理模式的探究來促進教師專業成長已成為提高幼兒園教育質量的關鍵所在，也是迫不及待要解決的事。因此，我們立足本園實際，開展了“幼兒園教師專業成長的有效管理策略”的探索。

二、我園教師專業成長的有效管理策略與探索

（一）尋找幼兒園辦園目標與教師個人目標相結合