導語：幼兒園教師教研活動困(kun)境與優化策略一文(wen)來源于(yu)網(wang)友上傳(chuan)，不(bu)代表本(ben)站觀點(dian)，若需要原創文(wen)章可咨詢客服(fu)老師，歡迎參考(kao)。

《關(guan)于學(xue)前(qian)(qian)(qian)教(jiao)(jiao)育(yu)(yu)深化(hua)改革(ge)規范發(fa)展(zhan)(zhan)(zhan)的若(ruo)干意見(jian)》明確(que)未來學(xue)前(qian)(qian)(qian)教(jiao)(jiao)育(yu)(yu)發(fa)展(zhan)(zhan)(zhan)必須堅持普(pu)及(ji)、普(pu)惠(hui)、安全、優質四個(ge)方面，對學(xue)前(qian)(qian)(qian)教(jiao)(jiao)育(yu)(yu)教(jiao)(jiao)研(yan)體系構建提出了要求(qiu)，力(li)求(qiu)通過加強園本、區域教(jiao)(jiao)研(yan)，及(ji)時解決(jue)幼兒教(jiao)(jiao)師(shi)的教(jiao)(jiao)育(yu)(yu)實(shi)踐困境(jing)。在“以研(yan)促教(jiao)(jiao)”背景下，幼兒教(jiao)(jiao)師(shi)亟需從“知(zhi)識消費者”向(xiang)“研(yan)究(jiu)者”角色(se)轉變。幼兒園教(jiao)(jiao)研(yan)活動(dong)的開展(zhan)(zhan)(zhan)有(you)利于實(shi)現保教(jiao)(jiao)活動(dong)可持續健康發(fa)展(zhan)(zhan)(zhan)，是(shi)促進學(xue)前(qian)(qian)(qian)教(jiao)(jiao)育(yu)(yu)質量(liang)內涵提升的必要途徑。幼兒教(jiao)(jiao)師(shi)是(shi)教(jiao)(jiao)研(yan)活動(dong)的主力(li)軍，其教(jiao)(jiao)研(yan)水平直接影響到(dao)教(jiao)(jiao)研(yan)活動(dong)效(xiao)果，從而影響保教(jiao)(jiao)活動(dong)質量(liang)，關(guan)系到(dao)幼兒發(fa)展(zhan)(zhan)(zhan)潛力(li)的挖掘(jue)。筆者通過與南(nan)通市、常州市、南(nan)京市以及(ji)上海市多家幼兒園的20名幼兒教(jiao)(jiao)師(shi)訪談發(fa)現，當前(qian)(qian)(qian)幼兒園教(jiao)(jiao)研(yan)活動(dong)開展(zhan)(zhan)(zhan)和實(shi)際成效(xiao)存在差距。

一、當前幼兒園教師教研活動的困境與探析

幼兒園(yuan)教研工作的開展逐漸從邊緣(yuan)化地位成為重要(yao)園(yuan)本內容，不少(shao)教師(shi)參加過“國培(pei)”“省培(pei)”等培(pei)訓項目，借助園(yuan)外力量獲得教研支持(chi)。但據訪談，目前(qian)幼兒園(yuan)教師(shi)參與教研活動(dong)還(huan)存在(zai)以下(xia)問題。

（一(yi)）雖有教(jiao)研意識，但(dan)教(jiao)研參與質(zhi)量不高

基本所有(you)幼兒(er)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)均有(you)不(bu)同程(cheng)度(du)的(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)意(yi)識(shi)，但總體上教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)預期(qi)和實際效果有(you)出入(ru)。幼兒(er)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)在整個教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)活(huo)動(dong)(dong)(dong)(dong)中(zhong)參與(yu)(yu)(yu)質量不(bu)高，教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)體驗(yan)感低，甚至出現無(wu)效參與(yu)(yu)(yu)。首(shou)先，參與(yu)(yu)(yu)前(qian)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)準備(bei)不(bu)足。不(bu)少幼兒(er)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)在參與(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)活(huo)動(dong)(dong)(dong)(dong)前(qian)未(wei)做準備(bei)，以至于參與(yu)(yu)(yu)過程(cheng)中(zhong)常(chang)出現“沉默行為(wei)”，無(wu)目的(de)(de)地參與(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)讓他(ta)們(men)不(bu)知(zhi)從(cong)(cong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)中(zhong)收獲何種經驗(yan)。其(qi)次，參與(yu)(yu)(yu)中(zhong)缺(que)乏教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)互動(dong)(dong)(dong)(dong)，教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)氛圍不(bu)足。不(bu)少教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)出于“配角”心(xin)理(li)，認為(wei)自身教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)能(neng)力(li)(li)有(you)限，更應將心(xin)思放于日常(chang)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)，即(ji)對(dui)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)活(huo)動(dong)(dong)(dong)(dong)價值存在認識(shi)偏差，造成(cheng)參與(yu)(yu)(yu)動(dong)(dong)(dong)(dong)力(li)(li)不(bu)足。此外(wai)，教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)負責(ze)人模糊專業(ye)權(quan)利(li)和職責(ze)權(quan)力(li)(li)的(de)(de)界限，在教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)活(huo)動(dong)(dong)(dong)(dong)中(zhong)占據主導權(quan)，也會(hui)逐漸剝奪其(qi)他(ta)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)的(de)(de)“話語權(quan)”。就如(ru)X老(lao)師(shi)(shi)提到：“我(wo)們(men)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)活(huo)動(dong)(dong)(dong)(dong)感覺就是(shi)(shi)開會(hui)或(huo)者園內講座。”如(ru)此，雙方便成(cheng)為(wei)“教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)”和“被教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)”的(de)(de)關系，無(wu)法體現教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)活(huo)動(dong)(dong)(dong)(dong)存在的(de)(de)意(yi)義。最(zui)后，參與(yu)(yu)(yu)后實際運(yun)(yun)用(yong)有(you)限，教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)形(xing)式化(hua)。由(you)(you)于教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)前(qian)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)無(wu)準備(bei)、無(wu)目的(de)(de)、無(wu)計(ji)劃，僅有(you)勞(lao)力(li)(li)而(er)無(wu)勞(lao)心(xin)，忽(hu)略了教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)活(huo)動(dong)(dong)(dong)(dong)后續(xu)的(de)(de)針(zhen)對(dui)性(xing)運(yun)(yun)用(yong)和思考，一如(ru)既往地回歸(gui)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)工作。而(er)大多教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)主題又是(shi)(shi)由(you)(you)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)組(zu)單(dan)方面(mian)確定的(de)(de)，并(bing)未(wei)完(wan)全從(cong)(cong)一線教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)實際實踐需求出發，因而(er)一線教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)不(bu)僅常(chang)常(chang)不(bu)清楚某(mou)主題教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)活(huo)動(dong)(dong)(dong)(dong)的(de)(de)意(yi)圖，甚至得(de)不(bu)到實質性(xing)的(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)支持。比如(ru)L教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)說：“教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)討論的(de)(de)內容(rong)我(wo)不(bu)是(shi)(shi)很感興趣，我(wo)更想(xiang)要知(zhi)道(dao)怎么(me)解決我(wo)目前(qian)的(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)問題。”

（二）雖有教研(yan)共(gong)同體，但支持力度(du)不夠，收效甚微(wei)

教(jiao)(jiao)研(yan)(yan)(yan)共同(tong)(tong)體的(de)(de)(de)構(gou)建(jian)是實施教(jiao)(jiao)研(yan)(yan)(yan)活動的(de)(de)(de)首(shou)要途徑，但據(ju)訪(fang)談(tan)，當前(qian)園(yuan)(yuan)(yuan)本教(jiao)(jiao)研(yan)(yan)(yan)共同(tong)(tong)體建(jian)構(gou)的(de)(de)(de)問(wen)(wen)題(ti)(ti)是：教(jiao)(jiao)師(shi)的(de)(de)(de)主體性被忽視，共同(tong)(tong)體的(de)(de)(de)建(jian)構(gou)還浮于表面(mian)，不(bu)(bu)夠完(wan)善。具(ju)(ju)體來(lai)說，不(bu)(bu)少研(yan)(yan)(yan)究(jiu)者指出(chu)要通過構(gou)建(jian)高(gao)校、幼(you)(you)兒(er)園(yuan)(yuan)(yuan)的(de)(de)(de)協同(tong)(tong)模式(shi)來(lai)支(zhi)持(chi)教(jiao)(jiao)研(yan)(yan)(yan)開展，但高(gao)校學者、學術機構(gou)的(de)(de)(de)指導(dao)(dao)僅在專門(men)性講座、不(bu)(bu)定期培訓中才能提供理論支(zhi)持(chi)，而也(ye)只(zhi)能提供短期培訓且問(wen)(wen)題(ti)(ti)導(dao)(dao)向不(bu)(bu)明(ming)顯，無法及時滿足幼(you)(you)兒(er)教(jiao)(jiao)師(shi)當下的(de)(de)(de)實際需要。幼(you)(you)兒(er)園(yuan)(yuan)(yuan)也(ye)會采取師(shi)徒結對(dui)的(de)(de)(de)方式(shi)組(zu)建(jian)各種類型(xing)的(de)(de)(de)教(jiao)(jiao)研(yan)(yan)(yan)小組(zu)，但是不(bu)(bu)少教(jiao)(jiao)師(shi)反(fan)映這種模式(shi)沒有(you)起(qi)到(dao)應(ying)有(you)的(de)(de)(de)作用，他們(men)(men)認為：“我們(men)(men)也(ye)都是半路(lu)出(chu)家搞教(jiao)(jiao)研(yan)(yan)(yan)，教(jiao)(jiao)研(yan)(yan)(yan)水平也(ye)不(bu)(bu)專業，具(ju)(ju)體怎么合作也(ye)不(bu)(bu)懂(dong)。”因為大(da)部分教(jiao)(jiao)師(shi)在教(jiao)(jiao)研(yan)(yan)(yan)方面(mian)沒有(you)相應(ying)的(de)(de)(de)專業基礎，討(tao)(tao)論問(wen)(wen)題(ti)(ti)只(zhi)能停留(liu)在經驗上(shang)，無法有(you)深入的(de)(de)(de)專業探討(tao)(tao)，即(ji)使組(zu)隊也(ye)大(da)多是按照教(jiao)(jiao)學經驗豐(feng)富程度，而非教(jiao)(jiao)研(yan)(yan)(yan)能力(li)高(gao)低。而且，幼(you)(you)兒(er)園(yuan)(yuan)(yuan)本身的(de)(de)(de)軟(ruan)設備支(zhi)持(chi)上(shang)也(ye)處于欠缺狀(zhuang)態(tai)，比(bi)如(ru)幼(you)(you)兒(er)園(yuan)(yuan)(yuan)沒有(you)相應(ying)的(de)(de)(de)教(jiao)(jiao)研(yan)(yan)(yan)書籍可供學習，文(wen)獻(xian)搜集渠道(dao)受限等。

（三(san)）雖有(you)分工(gong)合作，但教(jiao)研和實踐相脫節(jie)

為了提升教研質量，幼兒園從聘任科研型人才和選拔骨干教師成立教研組兩方并進，試圖讓教研組和實踐組專人專責、通力合作，實現研教共生，但實際卻出現教研和實踐脫節的問題。很多教師認為：“我們有專門的教研組，他們負責教研，我們主要開展幼兒的活動就行。”教研組教師主要負責園所的教研活動方案設計與執行、課題申報與開展以及論文撰寫等，而一線教師的精力主要集中于幼兒日常保教活動。在教研合作時，因缺乏溝通和傳統的職權觀念，導致雙方合作錯位。具體表現在，教研組通常是根據預先設定的教研主題或課題申報需要，對一線教師布置相應的資料收集任務，如觀察記錄、案例分析、教學方案優化等，很少依據(ju)一線的(de)(de)實際發(fa)現生成教(jiao)(jiao)研問題并探(tan)究。負責(ze)實踐(jian)的(de)(de)教(jiao)(jiao)師則苦于(yu)大量案頭素材(cai)的(de)(de)收集(ji)與整理，任(ren)務式完成教(jiao)(jiao)研工作，沒有對零散的(de)(de)實踐(jian)素材(cai)進行系統化整理、分(fen)析和(he)總結提煉。長(chang)此以往(wang)，對教(jiao)(jiao)研組(zu)教(jiao)(jiao)師來說，教(jiao)(jiao)學實踐(jian)材(cai)料雖然豐(feng)富多樣，但是利用率(lv)不高；對實踐(jian)組(zu)教(jiao)(jiao)師來說，大量案頭材(cai)料增加(jia)額外負擔，上交材(cai)料也無(wu)針(zhen)對性反饋。

二、幼兒園教師教研活動優化與再構策略

其(qi)實，目前幼兒(er)園的教研(yan)意(yi)識和教研(yan)執行(xing)力都(dou)在(zai)(zai)不斷地提升和發展，要想深(shen)化(hua)幼兒(er)園教研(yan)活動機制改革，關鍵在(zai)(zai)于(yu)重視精細化(hua)園本教研(yan)模式、跟(gen)進式指導和互動式合作。

（一）精細化園本教研模式

精細(xi)化(hua)運行園(yuan)內已有的(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)活動(dong)就是(shi)需(xu)要(yao)不(bu)斷具體性(xing)優(you)化(hua)、再構(gou)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)模式(shi)。第(di)一(yi)，打(da)破思維定(ding)式(shi)，塑造和(he)融共生的(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)氛圍。教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)骨干應當避免教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)強權(quan)(quan)，明晰權(quan)(quan)力與(yu)權(quan)(quan)利的(de)(de)(de)界(jie)限(xian)，懂得參(can)與(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)是(shi)每(mei)個教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)的(de)(de)(de)權(quan)(quan)利，鼓勵一(yi)線(xian)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)暢談(tan)自己的(de)(de)(de)思考和(he)問(wen)題(ti)(ti)，而(er)(er)一(yi)線(xian)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)也(ye)應打(da)破固有認知，勇于(yu)參(can)與(yu)、敢于(yu)表達、忠于(yu)所需(xu)。第(di)二(er)，基于(yu)問(wen)題(ti)(ti)導向細(xi)化(hua)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)方案。開(kai)展(zhan)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)活動(dong)前可通(tong)過(guo)(guo)(guo)搜(sou)集問(wen)題(ti)(ti)、關(guan)注前沿(yan)政(zheng)策資訊、結合園(yuan)所教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)發(fa)展(zhan)等確定(ding)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)主題(ti)(ti)，也(ye)可結合處于(yu)不(bu)同發(fa)展(zhan)階(jie)段的(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)需(xu)求開(kai)展(zhan)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)，比如針對新教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)可以(yi)開(kai)展(zhan)幼(you)兒常見保教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)問(wen)題(ti)(ti)的(de)(de)(de)研(yan)(yan)(yan)(yan)(yan)討(tao)(tao)和(he)交流，針對專家型教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)則可以(yi)提升教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)力度(du)，集中于(yu)專業性(xing)話題(ti)(ti)辯論。豐富研(yan)(yan)(yan)(yan)(yan)討(tao)(tao)主題(ti)(ti)來源和(he)形式(shi)能讓不(bu)同發(fa)展(zhan)階(jie)段的(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)在教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)活動(dong)中均有所收獲。不(bu)過(guo)(guo)(guo)要(yao)注意提前發(fa)布具體教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)方案，為教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)留有準備時(shi)間(jian)。開(kai)展(zhan)過(guo)(guo)(guo)后還需(xu)要(yao)關(guan)注教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)活動(dong)的(de)(de)(de)滿意度(du)，即教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)效果如何(he)。這(zhe)可以(yi)通(tong)過(guo)(guo)(guo)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)座談(tan)、問(wen)題(ti)(ti)追蹤式(shi)研(yan)(yan)(yan)(yan)(yan)討(tao)(tao)等進行優(you)化(hua)，突(tu)破教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)效果不(bu)能持續的(de)(de)(de)局限(xian)。第(di)三，將(jiang)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)能力的(de)(de)(de)過(guo)(guo)(guo)程性(xing)發(fa)展(zhan)和(he)專業發(fa)展(zhan)規(gui)(gui)劃(hua)相統一(yi)。幼(you)兒園(yuan)不(bu)僅要(yao)規(gui)(gui)劃(hua)園(yuan)所整(zheng)體的(de)(de)(de)學(xue)期教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)計劃(hua)，還可以(yi)細(xi)化(hua)至每(mei)位教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)的(de)(de)(de)學(xue)期教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)安排，使其更具有針對性(xing)、計劃(hua)性(xing)，從而(er)(er)激發(fa)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)的(de)(de)(de)自主性(xing)，增強教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)內驅力。

（二）跟進式指(zhi)導教(jiao)研活動(dong)開展

針對(dui)園(yuan)外(wai)專(zhuan)(zhuan)(zhuan)(zhuan)家(jia)(jia)指(zhi)導(dao)(dao)力(li)度不夠、園(yuan)內(nei)指(zhi)導(dao)(dao)專(zhuan)(zhuan)(zhuan)(zhuan)業性不足的(de)(de)問題(ti)，可以(yi)對(dui)跟進(jin)式(shi)(shi)指(zhi)導(dao)(dao)的(de)(de)模(mo)式(shi)(shi)加以(yi)改善。教(jiao)研(yan)(yan)(yan)活動(dong)的(de)(de)根(gen)本(ben)目(mu)的(de)(de)在(zai)于(yu)解決教(jiao)師(shi)在(zai)保教(jiao)過(guo)程中的(de)(de)實(shi)(shi)際(ji)問題(ti)，那么無(wu)論是采取專(zhuan)(zhuan)(zhuan)(zhuan)題(ti)研(yan)(yan)(yan)討(tao)(tao)小(xiao)組模(mo)式(shi)(shi)，還(huan)(huan)是師(shi)徒結對(dui)小(xiao)組形(xing)式(shi)(shi)等(deng)，都要注意持續實(shi)(shi)際(ji)跟進(jin)指(zhi)導(dao)(dao)，不讓教(jiao)研(yan)(yan)(yan)共同體(ti)(ti)建(jian)構流(liu)于(yu)形(xing)式(shi)(shi)。園(yuan)內(nei)教(jiao)研(yan)(yan)(yan)共同體(ti)(ti)在(zai)組建(jian)上(shang)不能光靠教(jiao)學(xue)經(jing)驗以(yi)舊帶新，還(huan)(huan)需(xu)考慮(lv)教(jiao)研(yan)(yan)(yan)能力(li)的(de)(de)梯隊建(jian)設。在(zai)具體(ti)(ti)合(he)作上(shang)可以(yi)通過(guo)合(he)力(li)推進(jin)某個主(zhu)題(ti)的(de)(de)研(yan)(yan)(yan)討(tao)(tao)，如(ru)(ru)鄰班協同開(kai)展微(wei)課題(ti)研(yan)(yan)(yan)究(jiu)，甚至(zhi)可嘗試混齡(ling)微(wei)課題(ti)探究(jiu)，提(ti)出假設后在(zai)行動(dong)研(yan)(yan)(yan)究(jiu)中反復求證，在(zai)實(shi)(shi)際(ji)協同中感受教(jiao)研(yan)(yan)(yan)共同體(ti)(ti)的(de)(de)作用。在(zai)此(ci)基礎上(shang)和(he)園(yuan)外(wai)專(zhuan)(zhuan)(zhuan)(zhuan)家(jia)(jia)建(jian)立長期、穩定的(de)(de)聯系，通過(guo)即時網絡指(zhi)導(dao)(dao)、活動(dong)節(jie)點引導(dao)(dao)等(deng)方式(shi)(shi)，如(ru)(ru)開(kai)展微(wei)講座來獲(huo)取關鍵性的(de)(de)理論支撐。同樣，幼兒園(yuan)也(ye)應經(jing)常和(he)專(zhuan)(zhuan)(zhuan)(zhuan)家(jia)(jia)溝通研(yan)(yan)(yan)究(jiu)進(jin)度來獲(huo)得(de)園(yuan)外(wai)的(de)(de)跟進(jin)式(shi)(shi)指(zhi)導(dao)(dao)，便于(yu)專(zhuan)(zhuan)(zhuan)(zhuan)家(jia)(jia)隨(sui)時把握研(yan)(yan)(yan)究(jiu)動(dong)態趨勢，跟進(jin)研(yan)(yan)(yan)究(jiu)進(jin)程。這樣，園(yuan)內(nei)的(de)(de)實(shi)(shi)踐指(zhi)導(dao)(dao)和(he)園(yuan)外(wai)的(de)(de)理論指(zhi)導(dao)(dao)都能發(fa)揮作用。

（三(san)）互動式合作教研

開展教(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)活動(dong)(dong)(dong)是為(wei)了(le)更好地提(ti)升教(jiao)(jiao)師(shi)專業能(neng)(neng)力(li)，為(wei)保(bao)教(jiao)(jiao)活動(dong)(dong)(dong)的(de)(de)(de)高質量開展提(ti)供理論支(zhi)持。而(er)實(shi)踐(jian)(jian)活動(dong)(dong)(dong)為(wei)教(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)活動(dong)(dong)(dong)提(ti)供了(le)大量一(yi)(yi)線素材，為(wei)教(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)活動(dong)(dong)(dong)深(shen)入改革提(ti)供了(le)經驗支(zhi)持。教(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)教(jiao)(jiao)師(shi)和(he)(he)實(shi)踐(jian)(jian)教(jiao)(jiao)師(shi)只有同(tong)時面對同(tong)一(yi)(yi)個教(jiao)(jiao)學(xue)情境，才能(neng)(neng)真正實(shi)現互動(dong)(dong)(dong)式(shi)合(he)作教(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)，進而(er)有效(xiao)發揮教(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)教(jiao)(jiao)師(shi)的(de)(de)(de)科研(yan)(yan)(yan)(yan)(yan)能(neng)(neng)力(li)和(he)(he)一(yi)(yi)線教(jiao)(jiao)師(shi)的(de)(de)(de)實(shi)踐(jian)(jian)能(neng)(neng)力(li)。為(wei)此，教(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)組(zu)教(jiao)(jiao)師(shi)也(ye)(ye)應投身于(yu)實(shi)踐(jian)(jian)活動(dong)(dong)(dong)中親身感知和(he)(he)探索，關注實(shi)踐(jian)(jian)教(jiao)(jiao)師(shi)的(de)(de)(de)實(shi)際問題需(xu)求，而(er)實(shi)踐(jian)(jian)教(jiao)(jiao)師(shi)也(ye)(ye)應不(bu)斷抓(zhua)住(zhu)機(ji)會提(ti)升教(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)能(neng)(neng)力(li)，讓自己向(xiang)研(yan)(yan)(yan)(yan)(yan)究型教(jiao)(jiao)師(shi)靠攏。雙(shuang)方(fang)對同(tong)樣的(de)(de)(de)教(jiao)(jiao)學(xue)情境可以(yi)產生(sheng)共(gong)同(tong)的(de)(de)(de)研(yan)(yan)(yan)(yan)(yan)究愿(yuan)景，從而(er)站(zhan)在共(gong)同(tong)的(de)(de)(de)研(yan)(yan)(yan)(yan)(yan)討平臺上(shang)同(tong)頻交(jiao)流。一(yi)(yi)旦出(chu)現不(bu)同(tong)步的(de)(de)(de)狀(zhuang)態，也(ye)(ye)可借助定期(qi)的(de)(de)(de)交(jiao)流減(jian)少內耗。幼(you)兒園教(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)活動(dong)(dong)(dong)的(de)(de)(de)健康、長效(xiao)推進，有賴于(yu)幼(you)兒教(jiao)(jiao)師(shi)有效(xiao)參與(yu)并發揮教(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)活動(dong)(dong)(dong)的(de)(de)(de)價值，因此幼(you)兒教(jiao)(jiao)師(shi)需(xu)要(yao)繼(ji)續不(bu)斷細化、深(shen)入探索可行的(de)(de)(de)教(jiao)(jiao)研(yan)(yan)(yan)(yan)(yan)模式(shi)。

作者：居(ju)妍(yan) 單位：南(nan)通師范高等專科(ke)學(xue)校