适应幼儿园教师特点的有效管理 (2)(一)

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一、分析我园教师队伍现状·······················································································2

二、我园教师专业成长的有效管理策略与探索·······················································2

（一）寻找幼儿园办园目标与教师个人目标相结合···············································2

1、教师个人成长目标的规划与策略的实施·····························································2

2、建立教师个人成长监督机制，保证目标如期完成·············································2

（二）开展园本培训策略，打造高素质的教师队伍···············································3

1、根据教师层次进行分层培训，架构教师成长台阶·············································3

2、注重教师潜能的开发，提供展示的平台·····························································3

三、实施教师专业成长的业绩考评制度，激励教师主观能动性的发展···············4

四、促进教师队伍成长有效管理的收获···································································4

（一）形成了本园教师成长的管理模式···································································4

（二）构建了教师专业成长管理的框架···································································5

（三）呈现适合教师管理的多种有效方式方法·······················································5

参考文献·······················································································································6

一、分析我园教师队伍现状

我园现有专任教师42名，这些教师中80%均为80后，其中有16名为1-3年教龄的新教师。这些新教师队伍中除2名正式在编教师以外，其余均为自聘教师，队伍不隐定，缺少教学经验，而且专业能力较弱。其余的26名教师中有5名区教坛新秀、骨干教师和高级教师。她们具有比较扎实的专业知识和丰富的教学经验，队伍稳定，是幼儿园教学工作的中流砥柱。有18名教师具有一定的教学经验和知识技能，大多数承担着班主任的工作职责，正处于专业成长期。

随着社会的进步和幼教事业的发展，人们越来越认识到教师的重要作用及在教育过程中的不可替代性，人们对教师提出了越来越高的要求。但是我们调查发现，相当一部分教师在知识结构、自我更新知识的能力、教学设计能力、科研创新能力等方面存在缺陷。特别是一部分新教师缺乏幼儿教师最基本的基础知识和教育技能。这样，幼儿园长期积累下来的优秀成果、经验的传承以及现实的创新、研究都遇到了前所未有的障碍。

幼儿教育事业需要优质的师质队伍。通过有效管理模式的探究来促进教师专业成长已成为提高幼儿园教育质量的关键所在，也是迫不及待要解决的事。因此，我们立足本园实际，开展了“幼儿园教师专业成长的有效管理策略”的探索。

二、我园教师专业成长的有效管理策略与探索

（一）寻找幼儿园办园目标与教师个人目标相结合

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