农村幼儿教师专业发展的现实挑战与可能对策——基于西蒙的适应性理性视角

Realistic Challenges and Possible Countermeasures of Rural Preschool Teachers’Professional Development Based on Simon’s Adaptive Rationality Perspective

目前,我国农村幼儿教师专业发展受工具理性的影响,存在着一定的困境,主要表现为概念边界不明确,发展内容偏重于知识取向,发展模式以自上而下外部指令性为主,学习和发展的支持性政策效果不显著。本文以适应性理性为认识基础,尝试着从转变社会观念,调整农村幼儿教师专业发展定位,明确界定农村幼儿教师工作细则,树立有限理性发展观等路径探索,以期提升农村幼儿教师专业发展水平。

At present,the professional development of rural preschool teachers is affected by instrumental rationality,and there are certain difficulties,which are mainly manifested in ambiguous conceptual boundaries,development content of knowledge orientation,and development models based on top-down external instruction,and the supporting policies concerning learning development are not significant.Based on adaptive rationality,this paper attempts to change the social concept,adjust the positioning of rural preschool teachers’professional development,clearly define the working rules of rural preschool teachers,establish bounded rational development concept and other paths to explore,in order to improve the professional development of rural preschool teachers Level.