学前教育立法背景下幼儿园教师的话语权重构

Study on Reconstruction of Kindergarten Teachers’ Right of Speech with Background of Preschool Education Legislation

幼儿园教师在当前的课程改革中应有一定的话语权,然而在实践中,教师的话语权却面临着"失语"的状态。这一现象反映的是学前教育发展过程中一种不良的生态,其根本在于教师身份、角色、地位的模糊与不明确,在于行政、学术等外在的压力,也在于教师自身主体地位的欠缺与懈怠。要改变这一状况,首先要加快学前教育立法,落实教师言说地位;其次要进行制度的完善和创新,开发教师领导力;第三要做强自己,用专业赢得话语权。

Kindergarten teachers should have a certain right of speech in the current curriculum reform. But in practice,teachers’ right of speech is facing the state of "Aphasia". This phenomenon reflects a bad ecology in the development of preschool education, which represents the fundamental problems of ambiguity and uncertainty of teachers’ identity, teachers’ role and teachers’ status;while it alsohas problemsofexternal pressureofadministration and academicinstruction, andthelack of teachers’ dominantroles. To change this situation, we must first accelerate the legislation of preschool education, implement the speech position of teachers;Secondly,the system should be improved and innovated to develop teachers’ leadership. Thirdly,we should ask teachers to strengthen their own professionalism to win the right of speech.