托幼一体化背景下的学前教育教师培育改革

The Reform of Preschool Education Teacher Cultivation under the Background of the Integration of Kindergarten and Nursery Education

“托幼一体化”要求整合各类教育资源,形成对0~6岁婴幼儿教育的合力,既要认识到“托”“幼”之间、“保”“教”之间的差异,也要发现它们之间的联系。结合国内外学前教育教师培育改革研究发现,学前教育师资目前存在配备不均、水平不足、培养路径分化等问题,产生这些问题的主要原因包括公众教育意识增强、管理部门不统一、指导文件不完善、激励机制不均衡等。为此,要采取统一管理部门、改革岗位配置、实施资格准入、健全指导文件等措施推进管理体制一体化;建立健全配套的职前职后师资培养培训体系,加强师资培育与师资任用两方面的统整;出台多元支持政策、完善师资激励机制、提高公众托幼一体化的意识,为学前教育师资培育改革提供保障。

“Integration of kindergarten and nursery education” requires the integration of various educational resources to form a joint force for the education of 0 to 6 years old. Not only the differences but also the connections between “nurseries” and “children”, “nurses” and “teachers” should be found. Based on the analysis of the research on the cultivation and reform of preschool education teachers at home and abroad, there are problems such as uneven allocation of preschool education teachers,insufficient level, differentiation of training paths, etc. The main reasons for these problems include the enhancement of public education awareness, the disunity of management departments, the imperfection of guidance documents, and the imbalance of incentive mechanisms. To this end, measures should be taken to promote the integration of the management system, such as unifying the management department, reforming the post allocation, implementing the qualification access, and improving the guidance documents. It is necessary to establish and improve the supporting pre-service and post-service teacher training system and strengthen the integration of teacher training and teacher appointment. In order to ensure the reform of preschool teacher training, this paper suggests to introduce diversified support policies, improve the teacher incentive mechanism, and improve the public’s awareness of integration of kindergarten and nursery education.