| 我国幼儿园教师教育研究学术史:70年回顾与展望 |
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| 引用本文： | 姜勇,段青如.我国幼儿园教师教育研究学术史:70年回顾与展望[J].学前教育研究,2020(4):37-52. |
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| 作者姓名： | 姜勇 段青如 |
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| 作者单位： | 华东师范大学教育学部 |
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| 基金项目： | 国家社科基金重大项目“我国普惠性学前教育公共服务体系建设的路径和机制研究”(编号:18ZDA336)。 |
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| 摘 要： | 我国幼儿园教师专业发展观经历了理智取向、实践取向和精神取向的三次转变,由此带来了幼儿园教师职前教育课程从关注知能到关注实践再到关注精神的变革。随着幼儿园教师教育的深化发展,研究术语从“教师培训”改为“教师专业发展”,进而被“教师学习”所替代。这一转变凸显了幼儿园教师是自主的终身学习者,体现了幼儿园教师培训观从外铄论转向内发论,自主取向的幼儿园教师发展观得到了普遍认同。同时,这一转变还催生了个人和集体的教师文化之间的相互调适,营造合作共生、带有学习共同体特征的幼儿园教师文化生态成为共识。在方法论层面,哲学思辨范式、科学实证范式、人文诠释范式、社会批判范式等研究范式呈现出齐头并进、互取所长的横向格局,但在当前大数据和人工智能的时代背景下,同时也存在着过度推崇“基于证据”的实证研究的倾向。研究范式的多元化是幼儿园教师教育研究发展的内在要求,基于“复杂性思想”,从多元整合的视角开展研究应是未来幼儿园教师教育研究发展的重要趋势。
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| 关 键 词： | 教师教育研究 幼儿园教师 教师专业发展 学术史 |
The Review and Prospect of the Academic History of Kindergarten Teacher Education Research in China in the Past 70 Years |
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| Yong Jiang,Qingru Duan.The Review and Prospect of the Academic History of Kindergarten Teacher Education Research in China in the Past 70 Years[J].Studies In Preschool Education,2020(4):37-52. |
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| Authors: | Yong Jiang Qingru Duan |
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| Institution: | (Faculty of Education,East China Normal University,Shanghai 200062 China) |
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| Abstract: | Since the founding of the People’s Republic of China,the view of kindergarten teachers’professional development has experienced three changes:rational orientation,practical orientation and spiritual orientation,which brings about the change of pre-service teacher education curriculum from knowledge and ability to practice and then to spirit.With the deepening development of kindergarten teacher education,research terms have been changed from“teacher training”to“teacher professional development”,and then replaced by“teacher learning”.This change highlights the rediscovery of kindergarten teachers as independent lifelong learners,reflecting the shift of kindergarten teacher training concept from external theory to internal theory,and the independent orientation of kindergarten teacher development concept has been obtained.It is generally accepted.At the same time,this change also gave birth to the mutual adjustment between individual and collective teacher culture,and created a cooperative symbiosis.The kindergarten teacher cultural ecology with the characteristics of learning community has become a consensus.In the past 70 years,the research on preschool teacher education has presented four research paradigms:philosophical thinking paradigm,scientific empirical paradigm,humanistic interpretation paradigm and social criticism paradigm.The four paradigms present a horizontal pattern of advancing side by side and taking advantages of each other.However,in the current era of big data and artificial intelligence,there is a tendency to overpraise“evidence-based”empirical research.The diversity of research paradigms is the inherent requirement of the development of preschool teacher education research.The research based on“complexity”should become an important trend of the development of preschool teacher education research in the future. |
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| Keywords: | teacher education research kindergarten teachers professional development of teachers academic history |
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