我国0—3岁早期教育专业师资培养与建设的困境与纾解

Problems of and Countermeasure for the Cultivation and Construction of Professional Teachers in Early Education Institutions for 0-3-year-old Children in China

基于国际社会对0—3岁婴幼儿早期发展意义以及专业师资对教育质量影响的基本共识,欧美多国早已开始积极推动0—3岁早期教育专业化人才的培养培训。然而,当前我国0—3岁早期教育专业师资仍旧是学前教育事业中的“短板”,师资培养和建设面临多重困境,如专业师资称谓混杂,专业师资准入标准较低,专业师资培养层次缺位,实践能力养成不足,专业师资供需失衡等。应通过制订科学规范的专业师资标准,完善专业师资培养与培训体系,增强培养培训的实践性,提高专业师资准入资格和要求等,纾解0—3岁早期教育专业师资队伍培养与建设的困境。

Based on the consensus of the international community on the significance of the early childhood development of children aged 0-3 and the impact of professional teachers on the quality of education,many countries in Europe and the United States began to actively promote the training and cultivation of professional talents in the early education institutions for 0-3-year-old children many years ago.However,in China,the relevant cultivation of these teachers is still a very weak part in the development of preschool education and it faces multiple difficulties,such as the miscellaneous appellation,the lower admission standards,the lack of definite education level,the insufficient practical ability,and the imbalance between the supply and demand.Therefore,it is necessary to formulate scientific and standardized professional standards for early education teachers,perfect the cultivation system,enhance the training practicality and improve the corresponding qualification and requirements so as to alleviate the problems in the cultivation and construction of professional teachers in the early education institutions for 0-3-year-old children.