关于《幼儿园教师专业标准(试行)》之“通识性知识”标准的思考  

The Reflections on“General Knowledge" Standards of Early-Childhood Teachers

作　　者：沙鑫冲[1] 邵明星[1] 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《教育与教学研究》2014年第4期116-118,共3页Education and Teaching Research

基　　金：教育部人文社会科学研究规划基金项目"中美幼儿教师教育比较研究"(批号:13YJA880091)

摘　　要："通识性知识"是"通识教育"模式下个人所需掌握的一种"广泛的、非专业性的、非功利性的"并且不同于职业和工作导向的基本知识、技能与态度。《幼儿园教师专业标准(试行)》2011年底已面向社会公开征求意见,但其中"专业知识"维度下"通识性知识"领域的基本要求有一些问题是值得商榷的,主要表现在逻辑性不清晰和分类不恰当两个方面。构建幼儿园教师专业标准之"通识性知识"的标准需要遵循全面性和自由性的原则,以实现其让幼儿教师获得合理的知识与能力结构之理念。＂General knowledge＂ refers to a kind of broad, non - professional and non - utilitarian personal basic knowledge, skills and attitude. It＇s also not relevant to careers and jobs. Early Childhood Teacher Standards in China （for trial implementation） has solicited the ideas of the masses since 2011 ,while some problems still exist and need further discussion in the field of ＂general knowledge＂ from the dimension of ＂professional knowledge＂ ,including vague logic and inappropriate classification. To set the criteria of general knowledge, it＇s necessary to follow the principles of comprehensiveness and freedom so that early - childhood teachers can acquire the knowledge about an ideal intellectual and aptitude structure.

关 键 词：幼儿教师 《幼儿园教师专业标准(试行)》 通识性知识 教师专业发展 

分 类 号：G615[文化科学—学前教育学]