托幼一体化背景下幼儿教师专业发展困境及提升路径研究

摘要

随着国家对学前教育的投入力度增大,幼儿教育的“托班”成为其中重要的教育内容。托幼一体化要求幼儿教师整合教育资源，形成婴幼儿教育的合力，不仅要认识到“教”“保”“幼”“托”的差异，还要明确它们内在的联系，为0-6岁的儿童提供具有连续性和系统性的保育和教育服务。本研究在梳理托幼一体化政策背景与理论诉求的基础上，采用文献研究，系统考察当前托幼一体化发展现状，幼儿教师在专业发展中的困境。研究发现，托幼一体化学位供给不断增多，总体办学质量不断提升。幼儿教师普遍面临专业人才匮乏、课程衔接机制不完善、理念认知不到位等突出问题。本研究从政府、幼儿园、幼儿教师等三个维度，提出提升幼儿教师专业发展的具体路径，以期为托幼一体化改革中的幼儿教师专业发展提供参考

Abstract

With the increasing national investment in preschool education, “nursery classes” have become an important part of early childhood education. The integration of childcare and early childhood education requires early childhood teachers to integrate educational resources and create synergy in infant and toddler care and education. They must not only recognize the differences among “teaching,” “care,” “preschool education,” and “childcare,” but also clarify their internal connections, so as to provide continuous and systematic care and education services for children aged 0–6. On the basis of reviewing the policy background and theoretical demands of integrated childcare and early childhood education, this study adopts a literature-based research method to systematically examine the current state of integrated childcare and early childhood education and the dilemmas faced by early childhood teachers in their professional development. The study finds that the supply of integrated childcare and early childhood education places has continued to increase, and the overall quality of provision has steadily improved. Early childhood teachers generally face prominent problems such as a shortage of qualified professionals, imperfect curriculum articulation mechanisms, and inadequate conceptual understanding. From the three dimensions of government, kindergartens, and early childhood teachers, this study proposes specific paths for enhancing early childhood teachers’ professional development, with a view to providing a reference for early childhood teachers’ professional development in the reform of integrated childcare and early childhood education.

参考文献