幼儿园教师感知工作内容价值的利益主体差异及其影响

Differences Between Stakeholders Concerning Perceived Values of the Work of Kindergarten Teachers and Their Correlating Impact

幼儿园教师对工作内容的价值感知是教师行为意向的基础,它是在教育制度所赋予的条件中形成的,是制度价值的现实形态。本研究通过对1357名幼儿园教师的研究发现,幼儿园工作对不同利益主体的价值差异明显:生活与游戏活动的组织对幼儿的价值显著大于教师与幼儿园;教科研对教师和幼儿园的价值显著高于幼儿;比赛或公开展示活动对幼儿园的价值显著高于幼儿和教师。在不同价值的影响下,教师作为“经济人”,其在行为动机的双重性及外部条件允许下,基于成本—收益的考量之后,机会主义倾向外显化的行为状态是其理性的合理诉求。然而,这一行为选择使幼儿园工作处于表面有序实则无序的状态,影响“幼有所育”目标的落实,制约教师专业发展。规避此行为来实现价值整合需要从制度设计理路出发,提高教育资源分配的公平性,创建彰显幼儿与教师的分权治理结构,确立激励相容的考评制度。

Perceived values of the work of kindergarten teachers is the foundation for them to formulate behavioral inclination.They have grown from educational system and are the real form of institutional values.The study conducted an investigation of 1,357 kindergarten teachers and found that there are apparent differences between stakeholders in the understanding of the work at kindergarten.For instance,the organization of living and games seems to be more important for children than for their teachers and kindergartens,while the operation of instruction activities and scientific research exerts greater influences upon teachers and kindergartens than children.In addition,the organization of contests and exhibitions matters much more to kindergartens than teachers and students.It is thus understandable and justifiable for teachers,being the so-called“economic men”,to become a disciple of opportunism under the influence of different values,an analysis of cost and benefit,and when the duality of their behavioral inclination and external states allow them to do so.However,this behavioral inclination makes kindergarten work to be superficially organized but actually in chaos,exerts a negative impact upon the realization of curricular objectives for preschool education,and limits the development of teacher-related disciplines.In order to avoid this behavior and realize value integration,it is necessary to start from the system design,improve the fairness pertaining the allocation of education resource,create a governance structure that highlights the distribution of power between children and teachers,and establish an evaluation system featuring incentive compatibility.