2022年幼儿园班主任培训计划书 .pdf

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1、幼儿?园班?主任?培训?计划?书?幼?儿园?班主?任培?训计?划书?一?、指?导思?想?坚持?以科?学发?展观?为指?导思?想，?认真?总结?全区?幼儿?园教?师全?员培?训的?经验?和先?进做?法，?明确?第一?要务?是通?过培?训活?动使?不同?层面?的幼?儿教?师获?得发?展;?核心?是以?幼儿?教师?为本?，根?据成?人培?训的?特点?，统?筹兼?顾不?同层?面幼?儿教?师的?需求?，设?计培?训内?容，?创新?培训?方式?，提?高培?训实?效;?全面?协调?全区?及外?区资?源，?保证?培训?活动?的全?面可?持续?发展?。?20?1X?年全?员培?训重?点是?：?结?合全?区幼?儿

2、教?师素?质现?状，?通过?专题?培训?、学?科培?训、?技能?培训?相结?合实?施分?层培?训，?突出?培训?的系?统性?、综?合性?、实?效性?，建?构高?效、?开放?的培?训系?统，?坚持?学习?者?学、?思、?行?相结?合，?努力?培训?一支?具有?现代?教育?观念?、科?学教?育方?式的?幼儿?园教?师队?伍，?全面?提高?全区?幼儿?园教?师的?素质?，推?进全?区幼?儿教?育和?谐发?展。?2?01?X年?全员?培训?亮点?是：?我校?有?教研?员个?人网?页?，目?前幼?教教?研员?网页?是我?区所?有个?人网?页中?点击?率最?高的?，近?几年?培训?时我?们充?分发?挥个?

3、人网?页的?作用?，使?学员?不受?时间?、地?点的?限制?随时?分享?自己?及我?区优?秀的?教育?资源?，使?培训?活动?得到?延伸?，大?大地?提高?了培?训实?效。?二?、调?研分?析?全区?共有?幼儿?园 3?2 家?，省?级优?质幼?儿园?21?所，?占 6?6%?。教?育局?直属?9 家?，占?2?8?.2?%;?公办?园 4?家，?占 1?5%?;街?道中?心园?1 家?，占?3%?;部?门、?厂矿?、部?队园?6 家?，占?1?8?.8?%;?社会?办学?12?家，?占 3?7.?5%?。?学前?三年?入园?率达?9?9?.3?%。?幼儿?总数?10?78?7 人?，教?职工

4、?总数?13?47?人，?教师?81?2 人?，公?办教?师 4?0 人?，集?体教?师 2?0 人?。其?中市?级骨?干教?师近?60?人，?大部?分集?中在?十几?所幼?儿园?中;?中青?年教?师 2?82?人，?占全?区教?师总?数不?足二?分之?一;?新上?岗教?师 4?70?人，?占全?区教?师总?数的?二分?之一?强。?针对?我区?幼儿?教师?队伍?参差?不齐?的这?种现?状，?我们?以分?层次?开展?研训?活动?为基?本策?略，?将全?区教?师分?为骨?干教?师、?中青?年教?师、?新上?岗教?师这?三个?层面?，通?过多?种手?段开?展调?查研?究，?了解?她们?的发?展现?状

5、和?研训?需求?，有?针对?性的?选择?研训?内容?，确?定研?训方?式。?针?对骨?干教?师层?面，?我们?通过?下发?雨?花台?区幼?教系?统骨?干教?师专?业成?长档?案?和?专业?发展?及研?训需?求调?查问?卷?，召?开研?训需?求座?谈会?，开?展送?教下?乡、?骨干?教师?带区?级教?研组?、骨?干教?师承?担教?研活?动主?持等?进行?集体?调研?和个?别访?谈，?深入?了解?骨干?教师?需求?。针?对中?青年?教师?和新?上岗?教师?，除?了下?发?组员?情况?登记?表?、?调查?问卷?和?召开?座谈?会以?外，?我们?还通?过深?入教?学一?线指?导教?育活?动，?与园?长

6、、?教师?进行?现场?交流?和个?别访?谈等?多种?形式?进行?调查?研究?。?通过?前期?的调?查研?究，?我们?认识?到我?区不?同层?面教?师的?工作?现状?和发?展需?求具?有一?定的?差异?：?骨干?教师?文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3

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13、?意，?能够?把骨?干教?师这?个称?号看?作是?一种?荣誉?和工?作的?动力?，有?希望?自己?成为?专家?型教?师的?工作?追求?和发?展目?标。?研?训需?求：?希?望能?够为?她们?提供?丰富?的、?针对?性较?强的?研训?内容?;?希望?聆听?专家?讲学?或获?得外?出学?习的?机会?;?希望?与专?家进?行面?对面?交流?，得?到专?家指?导;?希?望得?到分?层次?的培?训;?希?望建?立相?应的?考核?激励?机制?。?中青?年教?师?1.?工作?现状?：?她们?的工?作年?限基?本上?在十?年以?上，?学习?不太?积极?，出?现了?职业?倦怠?感。?老教?师受?传统?教育?思想

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24、X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码

25、:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9

26、X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码

27、:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9

28、X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码

29、:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3研究?的主?动性?不强?，尤?其是?缺乏?问题?意识?和对?问题?跟踪?研究?的能?力;?骨干?教师?后续?发展?目的?不清?晰，?机会?少。?三?、培?训目?标?1.?学习?幼?儿园?教师?专业?标准?，?帮助?教师?明晰?幼儿?教师?专业?要求?，使?每一?位教?师成?为敬?业精?神强?、教?学能?力强?、合?作意?识强?、管?理能?力强?和科?研能?力强?的教?师;?努力?成为?学生?爱戴?、家?长誉?、同?行称?颂、?上级?首肯?、社?

30、会认?可的?人民?满意?的教?师。?以?反思?性教?学策?略为?引领?，进?一步?提升?教师?专业?化水?平和?教育?效率?。以?课程?实施?、一?日活?动的?管理?、集?体教?育活?动、?幼儿?成长?记录?册为?抓手?，进?一步?增强?教师?的反?思、?实践?及研?究能?力，?骨干?教师?形成?自己?的教?学风?格。?3?.继?续深?入学?习?纲要?，?确立?以幼?儿发?展为?本的?理念?，尊?重幼?儿身?心发?展的?规律?和学?习特?点，?充分?关注?幼儿?的经?验，?引导?幼儿?在生?活和?活动?中生?动、?活泼?、主?动地?将?教学?与?研?究?相结?合成?为学?习者?的共?识和?努力

31、?方向?，促?使教?师努?力成?为幼?教课?改的?执行?者和?先行?者。?4?.帮?助教?师掌?握教?育科?学研?究的?基本?方法?和现?代信?息实?用技?术，?成为?具有?较高?信息?技术?和教?育教?学整?合能?力的?现代?教育?能手?。?四、?培训?形式?与方?法?从形?式角?度，?我们?主张?培训?体现?：?开?放、?多元?、互?动、?自主?。从?方法?角度?，我?们培?训模?式体?现以?下四?个方?面：?1?.精?选案?例和?实践?体悟?相结?合。?即在?广泛?阅读?和仔?细推?敲的?基础?上，?精选?一些?优秀?教师?的典?型案?例进?行对?比分?析或?交流?讨论?。学?员在?文档

32、编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4

33、X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档

34、编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4

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36、编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4

37、X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档

38、编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3学习?的基?础上?立足?岗位?，反?思案?例进?行教?学实?践，?汲取?典型?材料?开展?现场?诊断?，直?接观?摩。?自?主学?习和?互动?反思?相结?合。?教师?职后?培训?的特?点之?一就?是只?能利?用有?限的?时间?集中?面授?，学?习的?连续?性和?知识?技能?的内?化积?淀必?须依?靠教?师自?主学?习来?完成?。我?们在?培训?过程?中强?调培?

39、训的?三个?常规?：?为?学员?精选?几本?确有?学习?价值?的名?家名?著，?并指?导他?们阅?读;?每次?培训?时都?必须?布置?自学?思考?题，?作为?课外?研究?探索?题;?每次?面授?前，?均安?排时?间让?学员?交流?的讨?论学?习感?悟。?在自?主学?习的?基础?上，?我们?将经?常采?用互?动反?思：?特聘?专家?和学?员之?间的?互动?、培?训教?师和?学员?的互?动、?学员?和学?员之?间的?互动?。?3.?专题?菜单?与主?题观?摩相?结合?。提?供学?习菜?单，?最后?确定?培训?主题?观摩?包括?观摩?示范?课与?学员?探索?课。?4?.利?用网?络平?台，?共享?资

40、源?。将?研讨?话题?、讲?座资?源、?学员?总结?、反?思上?传到?王进?个人?网页?，共?享资?源;?利用?跟帖?形式?展开?网络?讨论?。?五、?培训?内容?培?训课?程由?必修?课程?、专?业课?程和?教育?实践?三部?分组?成。?必?修课?程：?包括?教师?职业?道德?专题?、教?育政?策法?规选?讲和?幼儿?教育?法规?与政?策等?。?专业?课程?：?五?大专?题;?八个?学科?;三?项技?能?教育?实践?：文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9

41、Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3

42、 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9

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44、 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9Q5F7Y3X8 HY1W4X9X6U3 ZP3H1X1F8N3文档编码:CE9

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