|本期目录/Table of Contents|

[1]程秀兰,杨琴.幼儿园教师“去小学化”政策执行困境感知与回应策略[J].集美大学学报(教育科学版),2023,24(05):34-40.
　XIANG Song-bai,CHEN Xin-zhong.The practical dilemma perception and response strategy of kindergarten’ teachers to Preventing Primary School Orientation[J].Journal of Jimei University(Education Science Edition),2023,24(05):34-40.
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幼儿园教师“去小学化”政策执行困境感知与回应策略(PDF)
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《集美大学学报（教育科学版）》[ISSN:1671-6493/CN:35-1238/U]

卷:
第24卷
期数:
2023年05期
页码:
34-40
栏目:
教师发展研究
出版日期:
2023-09-28

文章信息/Info

Title:
The practical dilemma perception and response strategy of kindergarten’ teachers to Preventing Primary School Orientation
作者:
程秀兰1; 杨琴1; 2
１.陕西师范大学教育学部,陕西 西安 710000；2.昌吉学院教育科学学院,新疆 昌吉 831100
Author(s):
XIANG Song-bai1; 2; CHEN Xin-zhong1
1.Institute of Education Sciences, Wuhan University, Wuhan 430072, China；2.College of Special Education, Leshan Normal University, Leshan 614000, China
关键词:
幼儿园教师; 去小学化; 困境感知; 学前教育; 家长
Keywords:
special education teachers;  professional development;  knowledge graph research hotspots
分类号:
-
DOI:
-
文献标志码:
A
摘要:
“去小学化”是当前我国学前教育改革的重难点，尤其是直面“小学化”实践现场的幼儿园教师在政策执行中面临着诸多困境。采用主题分析法，对15名一线幼儿园教师在 “去小学化”过程中的实践困境及其回应策略进行了描述与分析，研究发现，基层幼儿园教师在政策执行中面临对“去小学化”政策价值和目标认知模糊、内涵理解偏差、多维执行阻力等困境。为此，幼儿园教师多采用忠实执行、主动斡旋、悄然隐蔽三种策略来进行政策和自身实践间的弥合与平衡。建议深入推进“去小学化”的实践，需要邀约领域专家深度参与、建立协同共治长效机制以及提供资源构筑多重保障。
Abstract:
Paying attention to the professional development of special education teachers and building high-quality teaching team, are the basic premise of the sustainable development of special education in China. The research uses bibliometrics to visually analyze the literature on the professional development of special education teachers in the web of science and CNKI databases. The results show that the research on the professional development of special education teachers has experienced three stages: rise, expansion and deepening, the research mainly focuses on three aspects: integrated education, professional standards of special education teachers and teacher education for special education teachers. On the whole, the number of documents issued has shown a steady upward trend; however, there are also some problems, such as the research content is not systematic enough, the research perspective is relatively narrow, and the construction of local theories is weak. Therefore, the future research on the professional development of special education teachers can enrich the research content from three aspects: legal system, information literacy and evidence-based practice; expand the research perspective and carry out interdisciplinary research; construct localization theory and realize Chinese expression.

参考文献/References:

相似文献/References:

[1]黎勇,蔡迎旗.基于核心素养的幼儿园教师专业促进路径[J].集美大学学报(教育科学版),2019,20(06):1.
　LI Yong,CAI Ying-qi.Approaches to Kindergarten TeachersProfessional Development Base on Core Literacy[J].Journal of Jimei University(Education Science Edition),2019,20(05):1.
[2]姚秀点.幼儿园教师的实践性知识及其重构策略[J].集美大学学报(教育科学版),2020,21(03):34.
　YAO Xiu-dian.Research on the Practical Knowledge and Reconstruction Strategies of Kingdergarten Teachers[J].Journal of Jimei University(Education Science Edition),2020,21(05):34.
[3]王声平,贺静霞,梁彩香.我国学前数字教育资源公共服务现状及改进建议[J].集美大学学报(教育科学版),2024,25(02):1.
　WANG Sheng-ping,HE Jing-xia,LIANG Cai-xiang.Current Situation of Pre-school Digital Education Resources Public Service and Suggestions in China[J].Journal of Jimei University(Education Science Edition),2024,25(05):1.

备注/Memo

备注/Memo:
更新日期/Last Update: 2024-01-09