论幼儿教师实践性知识的文化性格

On the Cultural Character of Preschool Teachers’ Practical Knowledge

族群历史记忆中蕴含的集体意识经由语言渗入个人潜意识,这是一个文化传承的过程,伴随个体实践性知识的形成,使得从文化视角探讨教师实践性知识成为必要。以幼儿与材料、环境、规约、惯习、历史记忆、自我建构的关系为轴线,幼儿教师的四个生活领域与物质文化的感受性、制度文化的理解力、精神文化的自我建构性相互交织构成实践性知识文化性格内涵的分析框架。据此,幼儿教师个人生活史的价值分析、文化敏感心的培植、对幼儿及其生活处境的深刻理解成为实践性知识文化性格形成的要素;幼儿教师职业自主性的增强和幼儿园内、外和谐关系的建立体现实践性知识文化性格的巨大价值。

The collective consciousness contained in the historical memory of ethnic groups penetrates into the individual subconsciousness through language.This process of cultural inheritance is accompanied by the formation of individual practical knowledge,which makes it extremely necessary to discuss teachers’ practical knowledge from the cultural perspective.Taking the relationship between children and materials,environment,regulations,habitus and historical memory as the axis,the four life fields of preschool teachers are interwoven with the perception of material culture,the understanding of institutional culture and the self-construction of spiritual culture to form an analytical framework of the connotation of practical knowledge and cultural character.Therefore,the value analysis of preschool teachers’ personal life history,the cultivation of cultural sensitivity,and the profound understanding of children and their living conditions become the elements of the formation of practical knowledge and cultural character.The enhancement of preschool teachers’ occupational autonomy and the establishment of harmonious relationship between kindergarten and the outside reflect the great value of practical knowledge and cultural character.