“好”幼儿教师必备素养及其结构: 从专家决策转向幼儿视角  

Essential Competencies of“Good”Preschool Teachers and Its Structure:From Expert Decision-making Perspective to Children’s Perspective

作　　者：程秀兰[1] 余一夫 CHENG Xiulan;YU Yifu(School of Education,Shaanxi Normal University,Xi’an,Shaanxi,710062,China)

机构地区：[1]陕西师范大学教育学院,陕西西安710062

出　　处：《江苏第二师范学院学报》2020年第3期86-94,124,共10页Journal of Jiangsu Second Normal University

基　　金：教育部卓越幼儿园教师培养“陕西师范大学卓越幼儿园教师培养项目”;2019年陕西省基础教育重大招标课题“陕西省普惠性学前教育资源现状及有效扩大对策研究”(项目编号:ZDKT1905)。

摘　　要：幼儿教师必备素养及其结构是促进幼儿教师专业成长与发展、提高核心素养的基础,也是幼儿全面和谐发展的保障。对于“好”教师必备素养的评价往往是自上而下的专家决策,缺乏自下而上的幼儿视角,忽视了幼儿的需要。转向幼儿视角,探索“好”幼儿教师的必备素养及其结构能够更加凸显“自然性”“价值性”与“内驱性”,更加贴近幼儿生活的自然情境,更加能够为幼儿发声,更加符合幼儿各方面的需要。研究基于扎根理论,运用Nvivo软件对50名中班、大班幼儿的访谈资料进行逐层筛选与三级编码,提取出幼儿视角下“好”幼儿教师必备素养的3个核心类属维度:形象素养、能力素养和道德素养,并据此构建师幼供需的结构模型。The essential competencies of preschool teachers and its structure are the basis for promoting the professional growth and development of preschool teachers and improving their core competencies,as well as the guarantee for the comprehensive and harmonious development of children.However,the evaluation of essential competencies of“good”teachers is often the top-down expert decision,lacking the bottom-up perspective of children,and ignoring the needs and voices of children.Exploring the essential competencies of“good”preschool teachers and its structure from the perspective of children can highlight the“naturalness”,“value”and“internal drive”,which is closer to the natural situation of children’s life,better speaks for children and meets the needs of children in all aspects.Based on the Grounded Theory,the research used Nvivo software to screen and code the interview data of 50 children from middle and senior classes,and extracted 3 core categories of essential competencies of“good”preschool teachers from the perspective of children,i.e.,image competency,ability competency and moral competency,and a structural model of teacher-child supply and demand was built accordingly.

关 键 词：“好”幼儿教师 素养 幼儿视角 扎根理论 

分 类 号：G451.6[文化科学—教育学]