民族地区学前教育导师制人才培养模式的理论突破及实践探索——基于新内生发展理论

Theoretical Breakthrough and Practical Exploration of the Talent Training Model of Preschool Education Tutor System in Ethnic Minority Areas—Based on the Theory of Neoendogenous Development

不同于“外生–内生”二元论取向,新内生发展理论置于传统发展模式实践层面“空间极化”以及理论层面“自我封闭”的批判和反思之上,为民族地区学前教育导师制人才培养模式提供了一套新的发展框架。在该理论视角下,民族地区学前教育导师制人才培养模式的理论模式为:认知层面上引入“能力本位”和“社区为本”新理念,主体层面上推进社区空间主体赋能,行动层面上指向超地方视域资源开发,结构层面上建构合纵连横体系。基于此,本研究建构了“2保障3全面4指导5支持”的民族地区学前教育导师制人才培养新模式。

Different from the dualistic orientation of “exogenous-endogenous”, the neoendogenous development theory is based on the criticism and reflection of “spatial polarization” at the practical level of the traditional development model and the “self-isolation” at the theoretical level, which provides a set of basic framework based on the new endogenous development hybrid model for the talent training model of preschool education in ethnic areas. Under this theory, the theoretical model of the talent training model of preschool education tutor system in ethnic minority areas is: new concepts of “competency-based” and “community-based” are introduced at the cognitive level, the empowerment of the main body of community space is promoted at the main level, the resource development of the supra-local perspective is promoted at the action level, and the vertical and hori-zontal system is constructed at the structural level. Based on this, the study constructs a new model of talent training for preschool education tutor system in ethnic minority areas with “two guarantees, three comprehensive, four guidance, five support”.