《幼儿园教师专业标准》视角下新入职幼儿教师综合素质的现状及提升路径研究

摘要

随着《学前教育法》的实施和《幼儿园教师专业标准（试行）》的深入推进，学前教育事业对幼儿教师综合素质提出更高要求。新入职教师作为师资队伍建设的重点群体，其专业成长面临政策机遇与行业竞争的双重挑战。本研究基于《专业标准》框架，梳理了新入职教师在专业理念、实践能力、职业情感与心理调适等方面的现状问题，指出其职业能力呈现“高认同、低实践”特征，理论转化能力、跨学科素养及心理韧性亟待加强。为此，从宏观政策引领、中观行业支持到微观个体成长三个层次构建提升路径：政府及园所应严把准入关口，以标准引领选才育才；幼儿园应推行“三纳入浸润式培养方式”，整合资源构建园本资源库；新入职教师应激活内生动力，在终身学习与实践反思中夯实专业根基。三条路径相互支撑，共同构成系统化发展体系。研究还从政策衔接、园际协作、心理建设等方面提出建议，并对未来研究进行展望，以期为新入职幼儿教师综合素质提升提供参考。

Abstract

With the implementation of the Preschool Education Law and the deepening of the Professional Standards for Kindergarten Teachers (Trial), the preschool education sector has imposed higher requirements on the overall competence of kindergarten teachers. As a key group in teaching workforce development, newly recruited kindergarten teachers face dual challenges in their professional growth—policy opportunities and industry competition. Framed within the Professional Standards, this study reviews the current problems faced by newly recruited teachers in terms of professional philosophy, practical ability, professional emotion, and psychological adjustment. It points out that their professional competence exhibits a trait of "high recognition but low practice," and that their capacity for theoretical application, interdisciplinary literacy, and psychological resilience urgently need to be strengthened. To this end, a three-tiered enhancement pathway is constructed, ranging from macro-level policy guidance, through meso-level industry support, to micro-level individual growth: governments and kindergartens should tighten entry requirements and use the standards to guide talent selection and cultivation; kindergartens should implement a "three-integrative immersive cultivation model" and integrate resources to build school-based resource pools; newly recruited teachers should activate their intrinsic motivation and consolidate their professional foundation through lifelong learning and reflective practice. These three pathways are mutually reinforcing and together constitute a systematic development framework. The study also offers recommendations on policy coherence, inter kindergarten collaboration, and psychological construction, and provides an outlook for future research, aiming to serve as a reference for improving the overall competence of newly recruited kindergarten teachers.

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