摘要
《幼儿园教师专业标准》自2012年颁发至今,关于其实施过程和实施效果方面的研究比较少见。教师立场是一种实践立场,强调对教师力量持信任、欣赏和期待的态度。以教师立场检视《幼儿园教师专业标准》,发现其中存在编制思路忽略实践逻辑、内容架构有待优化、实施过程缺乏反馈机制等问题。为探讨这些问题的解决之道,从教师立场出发,本文提出进一步优化《幼儿园教师专业标准》的路径,主要包括三个方面:编制立场从理论逻辑转向实践逻辑;内容架构从统一标准迈向分类分级;价值形态由静态文本化身动态工具。
Since The Kindergarten Teachers Professional Standards (referred to as the Standards thereafter) was issued in 2012, the research on its implementation process and effect has been quite rare. Teachers standpoint is a practical standpoint, which holds confidential, appreciative and expectant attitude towards teachers strength. Through the inspection of the Standards from teachers standpoint, the results indicate that the Standards neglects practical logic, fails to cover all professional quality and lacks feedback from implementation. From teachers standpoint, the optimization of the Standards include transforming the formulation standpoint from theoretical logic to practical logic, extending the content framework from unified standard to hierarchical classification, and converting the property and form from static text to dynamic tool.
作者
万丹
WAN Dan(School of Educational Science, Nanjing Normal University, Nanjing 210097, China)
出处
《教师教育学报》
2019年第4期79-84,共6页
Journal of Teacher Education
基金
教育部人文社会科学研究一般项目“基于成长需求的幼儿园教师专业发展阶段及路径研究”(17YJA880025),项目负责人:顾荣芳
江苏省教育科学“十三五”规划重点资助项目“基于成长需求的幼儿园教师专业发展阶段及路径研究”(B-a/2016/01/34),项目负责人:顾荣芳
江苏高校品牌专业建设工程资助项目
教育部卓越幼儿园教师培养计划资助项目“鹤琴之旅——研究型幼儿园教师培养”(PPZY2015004),项目负责人:顾荣芳
关键词
幼儿园教师
专业标准
教师立场
教师教育
专业发展
kindergarten teachers
professional standards
teachers standpoint
teacher education
professional development
