有针对性地、个别化地、持续地促进教师专业发展
目前的学前教育评估工作与教师的专业发展是脱节的。评估时采用一套体系，请一批专家和管理人员，而教师培训时又请另一些专家，谈论另一些理论。被观课时，教师们总是感觉专家领导指出的问题很多，给予的改善意见也很好，但现实提高效果不佳。培训时专家和学者的知识与现实脱节，解决不了真实情景中的问题。CLASS 培训可以很好地解决这一问题。培训者与教师是依据真实情景开展学习，一方面教师学习和理解CLASS 的内涵，另一方面培训者依据CLASS 反馈该教师的师幼互动行为，让教师有针对性学习且提高师幼互动质量。正因为是基于教师真实的教学情景，所以教师的专业发展是个别化的，每个教师的反馈信息细致真实且不同，为教师进一步发展提供了有力的材料。CLASS 详细的评价和反馈可以为每位教师量身制作一份专业发展计划书。这种培训不是一两次就结束，而是持续长久的。教师的专业发展依托培训师带领的一个团队，是一种有针对性、灵活、个性化、持续的发展。(图4-2 为华中师范大学教育学院副院长蔡迎旗教授主持卓越教师培养改革论坛)
图4-2 教育学院副院长蔡迎旗教授主持卓越教师培养改革论坛
【注释】
[1]何婷婷，华中师范大学教育学院学前教育专业2016 级博士研究生。
[2]蔡迎旗，华中师范大学教育学院教授，博士生导师。教育部. 关于实施卓越教师培养计划的意见[EB/OL] . [2014-8-18] [2016-11-2] .http：/ /www.moe.gov.cn/publicfiles/business/htmlfiles/moe/s7011/201408/xxgk_ 174307.html.
[3]蔡迎旗，华中师范大学教育学院教授，博士生导师。教育部. 关于实施卓越教师培养计划的意见[EB/OL] . [2014-8-18] [2016-11-2] .http：/ /www.moe.gov.cn/publicfiles/business/htmlfiles/moe/s7011/201408/xxgk_ 174307.html.
[4]李克建，胡碧颖. 国际视野中的托幼机构教育质量评价——兼论我国托幼机构教育质量评价观的重构[J] . 比较教育研究，2012 (7)：15-20.
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