我国早期教育专业师资培养中亟需厘清的基本问题  

The Basic Questions that Need to be Clarified in the Cultivation of Early Education Teachers in China

作　　者：蔡迎旗[1] 陈志其 CAI Yingqi;CHEN Zhiqi(Central China Normal University,Wuhan Hubei 430079;Kashi University,Kashi Xinjiang 844000)

机构地区：[1]华中师范大学教育学院,湖北武汉430079 [2]喀什大学教育科学学院,新疆喀什844000

出　　处：《现代教育管理》2020年第6期48-55,共8页Modern Education Management

基　　金：国家社会科学基金重大项目“全面二孩政策下城市地区0—3岁婴幼儿托育服务体系研究”(17ZDA123);教育部民族教育研究中心项目“南疆地区乡村幼儿教育师资培养模式研究”(ZXQN18005)。

摘　　要：新中国成立以来,我国0—3岁婴幼儿托幼教育事业大致经历了以单位福利主导、市场主导到政府主导的供给模式。在不同阶段的供给模式支配下,早期教育师资培养主要经历了两个发展阶段:即20世纪50—80年代,以托儿所为主体的早期教育逐步发展,但早期教育师资培养体系尚未建立;20世纪90年代至今,早期教育从“市场化”转向“普惠性”,早期教育专业师资培养日趋专业化。随着人们对于早期教育价值的深入理解,促使早期教育进入了发展快车道。但早期教育专业师资储备和培养却存在发展不同步的现实,尤其是在早期教育专业师资的称谓、专业标准、课程目标、从业资格认证等方面的问题亟需在学理上厘清。未来发展中,我国早期教育专业职前教师要构建“三位一体”的标准体系,确保人才培养质量;对在职教师要实施持续有效的职后专业培训,以完善“补偿教育”。Since the founding of the People’s Republic of China,the 0-3-year old infant and child care education in China has generally experienced a supply mode dominated respectively by unit welfare,market and government.Under the control of different stages of supply mode,the early education teacher training has mainly experienced two stages of development:between 1950s-1980s,the early childhood education with nursery as the main body gradually developed,but the early education teacher training system was not established;from 1990s to the present:the early education changed from“marketization”to“universality”,and the early education teacher training has become more and more professional.With people’s deep understanding of its value,early education has entered the fast lane of development.However,there is a reality that the development of early education teachers’reserve and training is not synchronous,especially in the professional title,standards,curriculum objectives,professional qualification certification and other aspects of early education teachers.As far as the development trend is concerned,it is necessary to build a“trinity”standard system for pre-service teachers of early education to ensure the quality of training;it is also necessary to implement continuous and effective post-service professional training for in-service teachers to improve“compensation education”.

关 键 词：早期教育 职前教师培养 专业标准 从业资格 课程目标 

分 类 号：G451.2[文化科学—教育学]