混龄教育模式下的幼儿教师角色期望与角色转型

On the Expectations and Transformation of Kindergarten Teachers' Role in Mixed-age Education

教师角色期望是大众对于教师理想人格和教育机智的统一表征和综合预期。理想的教师角色是一组被期望的认知、情感、态度和行为模式的复杂综合体,它根植于教师理念同时又通过教师理念和教育行为外显出来。在混龄教育模式下,教师对于知识和儿童发展的认识、对于教学过程和师生互动的理解均别于传统的同龄教育模式,从而对传统的幼儿教师角色提出了挑战。混龄教育所倡导的生态互动的师生交往观和社会建构的学习观、多元化的标准和重视过程的价值取向要求幼儿教师角色由知识和技能传授的"先知"和"权威"转型为儿童发展环境的创设者,由模式化教学的"专家"和"能手"转型为个性化的教育艺术家,由幼儿发展的"测评员"和"诊断者"转型为幼儿全面发展的守望者。

Teachers' role expectation is the unified representation and comprehensive expectation of the public's ideal personality and educational tact. The ideal teacher role is a complex synthesis of the expected cognitive,emotional,attitude and behavior patterns. It is rooted in the concept of teachers and showed through the concept of teachers and educational behavior. In mixed-age education,teachers' understanding of knowledge,child development,teaching process and teacher-student interaction is different from that in the traditional peer educational model,which challenges the traditional role of preschool teachers. Mixed-age education advocates ecological interaction,teacher-student interaction theory,social constructivism learning view,diversified standards and process-centered value orientation. Accordingly,it requires the change of kindergarten teachers from the'prophet'and'authority'imparting knowledge and skills to the creators of children's development environment,from the'experts'of the patternization teaching to the personalized educational artists,and from early childhood development'checkers'and'diagnosticians'to the'guards'of children's all-round development.