从质量话语到意义生成话语的转变——园本教研与传统教研的生态学视角比较

From Quality Terms to Meaning-emerging Terms——contrast between kindergarten-based teaching research and traditional teaching research

园本教研是当前学前教育界的热门话题,它与传统教研存在着从形式到思想的差异。它更关注意义的生成,而不是达到质量的标准化要求;它强调对话与协商的过程,而不是自上而下的权威管理与强制推行。受制于传统文化背景与现实条件,园本教研在实践中不可避免会存在违背其本义的可能性危险,需要我们警惕和努力转变。

Kindergarten-based teaching research has become a hot topic in present preschool education field, which is different from traditional teaching research in forms and essence. The aim of kindergartenbased teaching research is to emerge meaning and reach consensus through discussion and negotiation but not to yield to the unified quality standards and authoritative control. On the other hand, we should be attentive to the possible problems in the practice of kindergarten-based teaching research.