提升幼儿园教师的性别教育觉知能力和行为水平——秉持和超越双性化人格理论

Improve Kindergarten Teachers' Gender Role Education Consciousness and Abilities

当前幼儿园教师对性别教育的理解有偏差。幼儿园教师不仅应秉持双性化人格理论,而且应超越这一人格理论,以培养"兼具两性优良特质"的儿童为教育的目的。幼儿园教师应对课程文本、文化传统中的性别刻板印象及自身的性别意识有觉知能力,从环境创设、材料提供、游戏、教学、日常生活等方面为男女儿童提供更多的选择机会与合作机会,通过提高教师的性别教育行为水平,促进男孩与女孩之间的相互学习,促使他们都成长为更为完善的个体。

Since abundant stereotype exists in early childhood gender role education, this paper illustrates the necessity of improving teachers＇ gender role education consciousness, arguing that we should adopt and beyond androgyny theory. It also demonstrates how to improve teachers＇ gender role education abilities in the practice.