幼儿教师教育信念的实然困境与应然追寻

The Preschool Teacher's Educational Beliefs and the Real Dilemma

幼儿教师的教育信念是建立在对幼儿教育科学认识的基础之上,日益积淀而成的关于幼儿、幼儿的学习等相关教育内容的较为稳定、持久的态度、情感、意志的综合体。当前,幼儿教师的教育信念面临危机:部分90后幼儿教师缺失合理的教育信念,部分幼儿教师的教育信念彼此割裂、易随波逐流、难以更新,这些危机阻碍了幼儿教师的志业发展。因此,树立"放大的幼儿"、"在行动中学习"、"平等与对话"、"科学引领公众"的合理教育信念成为幼儿教师的应然追寻。

Based on the scientific understanding of preschool education, the educational beliefs of preschool teachers is an integrated system of relatively steady and constant attitude, emotion and will about children and their learning. Currently, the educational beliefs of preschool teachers are confronted with many crises. For example, some teachers born after 1990 lack reasonable educational beliefs; and some other teacher＇s educational beliefs are separated innately, making them easy to swim with the tide and difficult to update their beliefs. All of the crises have hindered the development of preschool education as a lifelong profession. Therefore, preschool teachers should set up reasonable education beliefs, such as ＂amplification of children＂, ＂learning in action＂, ＂equality and dialogue＂, ＂scientifically leading public＂ and so on.