摘要自 20 世纪 80 年代以来，教师隐性教师知识注重行为，提高研究者对认知领域不断发展的认识，教学研究范式的转变，教师培训和教学工作的复杂性在西方国家发生了重大变化。在这一点上，人们逐渐意识到教师的教育信念是影响他们行为的一个非常重要的因素。他们在教学和教学中发挥着主导作用，直接有助于教师的能力发展。幼儿教师是学前教育的重要组成部分，他们的教育信念隐藏在他们的教育，行为和价值观中，并且还指导和管理学前教育过程中的教师选择。评估课程开发，教学和指导。和决策。学前教育教师教学信念的解释，分析，综合和介绍，不仅有助于丰富学前教育教师信念的相关理论，而且有助于发展学前教育教师的专业发展，改进相关研究，促进学前儿童教育的发展。提高教师技能的研究也有助于提高学前教师教育质量，学前教师培训水平和学前教师的专业技能。在本文中，我们主要以定性研究方法为导向，采用案例研究方法，进入 A 城市教师 A 的现实世界，并以教师信念为主，运用维护和观察方法进行理解和分析。然后老师画 A.老师的信仰体系处于发达状态。在此基础上，分析了教师良好信念的具体过程，影响了教师信念的发展路径，确定了支持教师信念的因素和条件。关键词：幼儿教师；信念；个案研究ABSTRACTSince the 1980s, teachers' implicit teacher knowledge has focused on behavior, raising researchers' understanding of the continuous development of the cognitive field, the transformation of the teaching research paradigm, and the complexity of teacher training and teaching work have undergone major changes in Western countries. At this point, people gradually realize that teachers' educational beliefs are a very important factor affecting their behavior. They play a leading role in teaching and teaching and directly contribute to the development of teachers' abilities. Preschool teachers are an important part of preschool education. Their educational beliefs are hidden in their education, behaviors and values, and they also guide and manage teacher choices in preschool education. Evaluate curriculum development, teaching and mentori...
