“三亮”促進(jìn)教師專業(yè)發(fā)展（教育有悟）

1、 “三亮”促進(jìn)教師專業(yè)發(fā)展（教育有悟） 百年大計(jì)，教育為本，二十一世紀(jì)是人才教育大發(fā)展的一個(gè)世紀(jì)，學(xué)校在人才教育中將是最大的舞臺(tái)，而教師則是人才教育得以快速發(fā)展的最大的發(fā)動(dòng)機(jī)。俗話說(shuō)：千里之行始于足下。人才教育也不是截空起樓的，總是從人最初的階段幼兒開(kāi)始的。因此重視幼兒園的教育建設(shè)將是當(dāng)今時(shí)代的教育之急，且幼兒教育的好壞，是決定教育基礎(chǔ)的好壞。但是在幼兒教育中，教師的專業(yè)成長(zhǎng)是幼兒教育的崛起與衰敗一個(gè)關(guān)健因素。因此在幼兒園教育中必須將幼兒教師的專業(yè)成長(zhǎng)作為首要重點(diǎn)來(lái)抓。教師是立園之本，是幼兒園的主體，是幼兒園教育教學(xué)活動(dòng)的組織者和實(shí)施者，也是幼兒園持續(xù)發(fā)展的動(dòng)力。因此，要實(shí)現(xiàn)幼兒園的發(fā)展，園長(zhǎng)

2、就要充分調(diào)動(dòng)教師的積極性和主動(dòng)性，使其不斷完善自身的觀念和素質(zhì)，主動(dòng)參與幼兒園的建設(shè)與管理。教師是園所發(fā)展之本，在教師專業(yè)成長(zhǎng)的道路上，園長(zhǎng)要善于運(yùn)用內(nèi)部激勵(lì)的方式來(lái)促進(jìn)教師專業(yè)成長(zhǎng)，鼓勵(lì)教師從自我管理的角度出發(fā)，在“找亮”“點(diǎn)亮”和“增亮”中促進(jìn)教師的專業(yè)發(fā)展。 “找亮” 首先，教師要實(shí)現(xiàn)專業(yè)成長(zhǎng)，就必須對(duì)自身問(wèn)題進(jìn)行思考，了解自己的長(zhǎng)處和意愿，并在專業(yè)發(fā)展中找到自己的方向。其次，園長(zhǎng)要善于發(fā)現(xiàn)和學(xué)習(xí)教師的亮點(diǎn)。園長(zhǎng)應(yīng)尊重教師、學(xué)的多一點(diǎn)，先讓自己成為學(xué)習(xí)型的園長(zhǎng)，然后才能培養(yǎng)學(xué)習(xí)型的教師；想得早一點(diǎn)，園長(zhǎng)要有前瞻性的園所發(fā)展思路，又善于做好園所的35年的發(fā)展規(guī)劃；心要寬一點(diǎn)，園長(zhǎng)要有寬容的

3、胸襟，園長(zhǎng)工作的有效性來(lái)自于善于廣納人才和愿意聽(tīng)取教職工不同意見(jiàn)的品質(zhì)。 “點(diǎn)亮” 首先，園長(zhǎng)在管理中要善于學(xué)會(huì)用人之長(zhǎng)，注重在合作性學(xué)習(xí)、體驗(yàn)性學(xué)習(xí)、反思性學(xué)習(xí)、研究性學(xué)習(xí)等師幼同伴共同發(fā)展中促進(jìn)教師的專業(yè)成長(zhǎng)。園長(zhǎng)首先要善于“統(tǒng)”，即統(tǒng)籌布局、統(tǒng)領(lǐng)思想、統(tǒng)一準(zhǔn)備，做好幼兒園的規(guī)范管理工作。其次，園長(zhǎng)要注重“實(shí)”，即始終關(guān)注實(shí)踐中產(chǎn)生的問(wèn)題，并有效解決。園長(zhǎng)要為教師上好每一個(gè)“家?；顒?dòng)”，做好引領(lǐng)和保障，讓教師走好第一步。再次，園長(zhǎng)要講究“推”，即善于運(yùn)用不同的方式推動(dòng)具有不同特點(diǎn)的教師，使教師們得到成長(zhǎng)。 “增亮” 第一，園長(zhǎng)在管理中可采用“教師重點(diǎn)目標(biāo)責(zé)任書(shū)”的手段來(lái)促進(jìn)教師專業(yè)成長(zhǎng)。“

4、教師重點(diǎn)目標(biāo)責(zé)任書(shū)”是教師的一份工作規(guī)范，內(nèi)容涵蓋教育管理、教育科研與教學(xué)質(zhì)量、安全與德育、隊(duì)伍建設(shè)、特色與創(chuàng)新五個(gè)方面。教師制定目標(biāo)責(zé)任書(shū)的同時(shí)，也會(huì)促進(jìn)自己對(duì)工作的思考。園長(zhǎng)做到以信任激發(fā)教師的事業(yè)激情，以支持建構(gòu)教師發(fā)展的腳手架，讓教師在分享互助中實(shí)現(xiàn)共同發(fā)展。 第二，園長(zhǎng)要成為教師專業(yè)發(fā)展的助推者，重業(yè)務(wù)指導(dǎo)反饋，促教師行為改善。在隨堂聽(tīng)課中，園長(zhǎng)應(yīng)是真心的發(fā)現(xiàn)者、靜心的聆聽(tīng)者、細(xì)心的點(diǎn)撥者、耐心的跟蹤者；在公開(kāi)課中，園長(zhǎng)要做一個(gè)積極的參與者、自覺(jué)的承擔(dān)者、主動(dòng)的反思者、全面的指導(dǎo)者。在研究課中，園長(zhǎng)要成為一個(gè)虛心的學(xué)習(xí)者、細(xì)心的實(shí)踐者、盡心的協(xié)調(diào)者、全心的服務(wù)者。 園長(zhǎng)采取“找亮”

5、“點(diǎn)亮” “增亮”的措施，能促進(jìn)教師的專業(yè)成長(zhǎng)。園長(zhǎng)要以管理改革入手，以問(wèn)題管理為起點(diǎn)，以過(guò)程管理為重心，以制度管理為保障，以創(chuàng)新管理為核心；從調(diào)研入手，重視聚焦問(wèn)題；以服務(wù)跟進(jìn)，重點(diǎn)引領(lǐng)發(fā)展；抓質(zhì)量監(jiān)控，重在提升效能。在園長(zhǎng)的帶領(lǐng)下，教師要成為保教管理的主體，做到“常態(tài)教學(xué)抓細(xì)節(jié)”，即推敲、研究每一個(gè)基本活動(dòng)的過(guò)程，使保教質(zhì)量管理著眼于“以小見(jiàn)大”“以細(xì)求實(shí)”；“亮點(diǎn)項(xiàng)目比創(chuàng)新”，即搭建每學(xué)期保教質(zhì)量的比拼臺(tái)、評(píng)比臺(tái)和檢驗(yàn)臺(tái)，使保教質(zhì)量能“以點(diǎn)帶面”；“營(yíng)造壓力包質(zhì)量”，即適時(shí)、適量、適度地為每個(gè)教師營(yíng)造一定壓力的工作氛圍，使其潛能得到最大限度的發(fā)揮。30ka1dkaghn3xtkknbyc

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