%0 Journal Article
%T 乡村幼儿教师专业发展本土化路径探析
Exploring the Localization Path of Professional Development for Rural Preschool Teachers
%A 谭暄暄
%J Advances in Education
%P 994-1001
%@ 2160-7303
%D 2025
%I Hans Publishing
%R 10.12677/ae.2025.155863
%X 乡村幼儿本土化培养不仅契合城乡教育均衡发展理论，响应教师教育改革的紧迫要求，而且顺应了教师教育发展的时代要求，当下，由于社会层面学校层面，教师个人层面的影响，乡村教师培养普遍存在去乡土化倾向，乡土情感缺失的倾向，乡村文化知识欠缺的倾向，教师队伍不稳定的倾向等，基于此，开展本土化职前职后协同支持，培养乡村情感和提高薪资待遇，开展园本课程等措施，实现乡村教师培养与本土文化的深度融合，确保乡村教育的根基牢牢扎根于乡村土壤之中。
The localized training of rural preschool teachers not only fits the theory of balanced development of urban and rural education and responds to the urgent requirements of preschool teacher education reform, but also conforms to the requirements of the era for the development of preschool teacher education. At present, due to the influence of society, kindergartens, and individual teachers, there is a widespread tendency for rural preschool teachers to lose their local culture, lack local feelings, lack rural cultural knowledge, and have an unstable team. Based on this, we should carry out localized pre-service and post-service collaborative support, cultivate rural feelings and improve salary, develop kindergarten-based courses, and other measures to achieve deep integration of rural preschool teacher training with local culture, ensuring that the foundation of rural education is firmly rooted in rural soil.
%K 乡村幼儿教师，
%K 本土化，
%K 专业发展
Rural Preschool Teachers
%K Localized Cultivation
%K Professional Development
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=115170