新课程改革中幼儿园教师阻抗的破解之道  

Kindergarten Teachers’ Resistance and Its Solution in the New Curriculum Reform

作　　者：姜勇 周婕 JIANG Yong;ZHOU Jie(Faculty of Education,East China Normal University,Shanghai 200062 China)

机构地区：[1]华东师范大学教育学部,上海200062

出　　处：《学前教育研究》2022年第11期29-38,共10页Studies in Early Childhood Education

基　　金：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)。

摘　　要：面对新课程改革提出的更高要求,幼儿园教师如果出现信念结构的失衡或缺乏,就会产生消极抵触、应付了事、反感逃避等阻抗行为。从我国新儒学主张的“逆觉体证”说来看,幼儿园教师要克服这种阻抗,关键在于幼儿园教师能够对自己的“本心”也即“观过之心”进行确证。具体来说,幼儿园教师应不断提高自己对文化惰性的警觉,提高自身的文化敏感性以摆脱文化惯习;应不断思索自我在专业成长中的主体性展现,超越对“身份”实体概念的固着,重塑自我的师者角色;应不断反思自我的教学信念,能够对教育目的、内容及方法进行深层次的审视与思辨,并展开合理的批判。通过如此向内、反身的主体修身实践,幼儿园教师将有可能走上不断自我更新、自我拓展、自我突破的道路,消解自身的阻抗行为。The new curriculum reform puts forward higher requirements for teachers ’professional development,but the imbalance and deficiency of teachers’ belief structure may lead to their resistance.From the perspective of the theory of “inward experience and evidence” of Neo-Confucianism,kindergarten teachers should be alert to their own cultural inertia and improve their cultural sensitivity to get rid of cultural habitus;keep thinking about the self subjectivity in professional growth to get rid of the fixation on the entity concept of “identity” and reshape the role of teacher;reflect on their teaching beliefs and educational process from purpose, content to methods to launch rational criticism. Through such self cultivation practice,kindergarten teachers may eliminate their resistance behaviors.

关 键 词：教师阻抗 “逆觉体证”说 新儒学 课程改革 

分 类 号：G615[文化科学—学前教育学]