幼儿园教师为什么排斥理论——试析幼儿园教师专业成长中的反智倾向  

Why Kindergarten Teachers Ignore Theories:On the Anti-intelligence Trends in Kindergarten Teachers’ Professional Development

作　　者：王东[1] Wang Dong(Collgeg of Educational Science and Technology,Anshan Normal University,Anshan, 114007)

机构地区：[1]鞍山师范学院教育科学与技术学院

出　　处：《幼儿教育（教育科学）》2017年第4期37-40,共4页Early Childhood Education(Educational Sciences)

基　　金：辽宁省教育科学“十二五”规划2015年重大决策咨询课题“普惠性幼儿园成本合理分担机制研究”的研究成果之一,课题编号:JG15ZD10

摘　　要：本研究对幼儿园教师排斥理论的原因及其现实影响，幼儿园教师需不需要理论以及如何让幼儿园教师爱上理论等问题进行了深入探讨。研究者认为，幼儿园教师排斥理论与幼儿教育实践中的反智传统、幼儿教育的非制度化、幼儿园教师教育的缺陷以及幼儿园管理的局限等有关。幼儿园教师排斥理论会导致教师队伍的普遍肤浅化，保教质量的低下以及教育效能的不高，还会阻碍开放的教师文化的形成。要让幼儿园教师爱上理论，可从建立推动教师专业化发展的制度，改革教师培养模式和完善幼儿园管理等方面着手。This paper explores the causes of kindergarten teachers＇ ignorance of theories and the influence it causes and analyzes whether kindergarten teachers need theory and how to help them learn and use theory. The author believes that teachers＇ ignorance of theory is partly caused by the tradition of anti-intelligence, non-systematization of preschool education; the faults in teacher education, and the limitation of kindergarten management. Teachers＇ ignorance of theory may result in superficiality of teachers, low quality nursing and inefficient education, and may set back the formation of an open teacher cul- ture. To help teachers learn and use theory, systems of promoting teachers＇ professional development should be established, modes of teacher training should be reformed, and kindergarten administration should be improved.

关 键 词：幼儿园教师 理论 幼儿教育 

分 类 号：G615[文化科学—学前教育学]