幼儿园教师的师幼观:新时代的三个转向

The Teacher-child Concept of Kindergarten Teachers: Three Changing Directions in New Era

在社会主义新时代,我国学前教育逐渐从“规模、数量式”发展向“内涵、质量式”发展转型。为适应学前教育发展的新形势、新要求,幼儿园教师需要从幼儿观、教师观和师幼关系观三个方面明确师幼观的转变方向,在幼教实践中树立并践行符合新时代的师幼观。在幼儿观的转变上,幼儿园教师对幼儿的认识要从“被塑造的人”转向“自主性的人”;从“荣誉中的人”转向“生活中的人”;从“全面化的人”转向“个性化的人”。在教师观的转变上,幼儿园教师对自己的认识要从“圣人”转向“普通人”;从“包办者”转向“伙伴”;从“教书匠”转向“研究者”。在师幼关系观的转变上,幼儿园教师对师幼关系的认识要从“我—它”关系转向“我—你”关系;从“师本对话”转向“幼本对话”;从“师本引导”转向“幼本引导”。

In the new era of socialism, China’s preschool education is gradually transforming from “scale and quantity” to “connotation and quality”. In order to adapt to the new situation and new requirements of preschool education development, kindergarten teachers need to clarify the changing direction of teacher-child concept from three aspects: children’s concept, teacher’s concept and teacher-child relationship concept, and establish and practice teacher-child concept in accordance with the new era in preschool education. In the change of children’s concept, kindergarten teachers’ understanding of children need to change from “the person be shaped” to “the independent person”, from “the person in honor” to “the person in life” and from “the comprehensive person” to “the specific character person”. In the change of teacher’s concept, kindergarten teachers’ understanding of themselves need to change from “the sage” to “the ordinary people”, from “the dictator” to “the partner” and from “the pedagogue” to “the researcher”. In the change of teacher-child relationship concept, kindergarten teachers’ understanding of teacher-child relationship need to change from the relationship of “I-it” to the relationship of “I -you”, from “teacher-centered dialogue” to “child-centered dialogue” and from “teacher-centered guide” to “child-centered guide”.