摘要幼儿教师是每个孩子的启蒙老师，在幼儿园的综合环境下，对幼儿园教师的能力也随之提高。由于每所学校培养方向和目标的差异，导致幼儿教师各自能力不均，各有所长。面对幼儿园的综合环境难免束手无策。因此，在职前教师的培养阶段，每所学校要根据学生专业成长发展的需要，重新审视原先的教学目标和内容，依据幼儿的发展需要，幼儿园前进方向和幼教事业的具体发展趋势，为职前幼儿教师制定综合的专业学习标准，激发他们的潜能，全面发展幼儿教师的专业实践能力。51670

    本文以职前幼儿教师培养的实践性进行问题的提出，研究的背景，研究目的和研究方法展开，主要以职前教师实践性的定义、构成，江苏师范大学和徐州幼儿高等专科学校校对学前教育专业主要发展方向进行详细的论述，根据职前幼儿教师的实践现状提出相应的措施，联系实际浅谈实践性的意义，促进职前幼儿教师的全面发展。

毕业论文关键词：职前；幼儿教师；实践性；培养 

On the practice of preschool teacher training

—Taking Jiangsu Normal University and Xuzhou Kindergarten Teachers College as an example

Abstract Kindergarten teachers are the children's first teachers, in the integrated environment of kindergarten, the kindergarten teachers' ability to improve. Because each school culture differences in the direction and goals, their ability to lead to teacher's uneven, Each one has his good points. In the face of the comprehensive environment of the kindergarten will inevitably be helpless. Therefore, the training phase of pre service teachers, each school to according to the students' professional growth and development needs to re-examine the original teaching objectives and content, based on the development of children's needs, kindergarten forward direction and education specific trends in the development of, for preservice kindergarten teachers to develop comprehensive professional learning standards, stimulate their potential, all-round development of preschool teachers' professional practice ability.

In this paper, the author puts forward the practical problems of pre service teacher training, the research background, research purposes and research methods, mainly in the definition, composition, college and undergraduate colleges and universities to carry out the main development direction of pre-school education, and puts forward the corresponding measures to promote the comprehensive development of pre service teachers.

Key Words:Pre；  Kindergarten teacher； Practicality；  Culture

目  录

摘要-1

Abstract-Ⅱ

目录Ⅲ

一、绪论 1

（一）问题的提出 1

（二）研究目的 1

（三）研究方法 1

（四）核心概念的界定 2

（五）国内外研究成果 3

二、何谓幼儿教师的实践性 3

（一）定义 4

（二）幼儿教师实践性的构成 4

三、职前幼儿教师实践性现状及分析 6

（一）职前幼儿教师的专业理论 7

（二）职前幼儿教师的专业技能 8

四、如何培养职前幼儿教师的实践性 11

（一）幼儿师范学校的培养重点