汇聚与变革:改革开放40年幼儿园教师专业发展历程解析

Convergence and Revolution:Professional Development and Educational Reform of Kindergarten Teachers in the 40 Years of Reform and Opening-up in China

改革开放40年来,我国幼儿园教师的地位经历了从"恢复巩固"到"赋予法律地位"再到"专业性认定与发展"三个主要阶段,幼儿园教师的专业性获得了法律形式的确认,但大众观念的转变和教师地位的实质性保障仍需漫长的发展过程;教师教育理论受西方文化和国际教师研究成果的深刻影响,在观念输入与内在文化需求的张力中不断较量、冲突、融合,呈现多样化的发展样态和曲线型的演进特征;在教育政策和教师教育理论发展的联合推进下,师范生培养和教师培训取得了突出成就,"三级师范"的培养体系逐渐转变为"二级师范"的培养体系,学前师范教育的"师范性"与"学术性"之争在探索中逐渐摆脱二元对立的争论,呈现整合和纵深发展趋势,与此同时教师培训逐渐从粗放走向精致,对教师学习方式的深度把握催生了基于教学现场的培训模式,构建信赖、开放、协作、支持的学习共同体成为职后教师专业发展的重要途径。

This paper systematically sorts out the main achievements,experiences and existing problems of the professional development of kindergarten teachers in China since the reform and opening-up and highlights the important issues in the field of preschool education teachers such as kindergarten teacher status role,professional development connotation,teacher education theory construction,teacher cultivation and training practice. In the past 40 years,the status of kindergarten teachers has evolved from'social status improvement'to'accepted legal confirmation'to'professional recognition',but the transformation of ideas and the substantive guarantee of teachers’ status still a long process. Teacher education theory is deeply influenced by western culture and international teachers research results, showing diversified development patterns and curve evolution characteristics. In practice,teacher education and teacher training have made outstanding achievements,normal education is gradually opening,experiencing a historic transition from three-level to two-level normal education. The disputes on education-oriented and academy-oriented tends to integrate. Teacher training gradually evolved from extensive to refined,from concept to practice.The deep understanding of teachers’ learning style has spawned a training model based on the teaching site. Building a learning community of trust,openness,collaboration and support has become an important way for professional development of post-employment teachers.