幼儿园课程审议中教师主体地位的迷失与回归

The Loss and Return of Teachers’Principal Status in Kindergarten Curriculum Deliberation

随着幼儿园课程改革的深入,在幼儿园课程建设以及园本课程开发中,幼儿教师被赋予了课程审议的权力。然而,在相关课程实践活动中,幼儿教师课程审议的主体地位却受到制度权力、自身素质、传统文化等因素的影响和制约,出现了教师“权力游离”“话语弱化”“集体失语”等问题,使其主体地位处于一种迷失的状态。当前,幼儿教师在课程审议中主体地位的回归,需要通过完善政策制度、提升教师素养和塑造园所文化来实现。

With the further reform of curriculum,kindergarten teachers are endowed with the power of curriculum deliberation in the development and implementation of kindergarten-based curriculum.However,in the practice of education,the realization of kindergarten teachers’principal status in curriculum deliberation is restricted by institutional power,teachers’quality and traditional culture,and some problems such as teachers’"power dissociation","weakening discourse"and"collective aphasia"appear in curriculum deliberation.Teachers’principal status in curriculum deliberation needs to be realized by perfecting policies and systems,improving teachers’quality and shaping kindergarten’s school culture.