幼儿园教师专业自主权结构要素及发展路径探索  

Exploration of the Structural Elements and Development Path of Kindergarten Teachers' Professional Autonomy Rights

作　　者：侯秀云 柳菁 黄立嘉 HOU Xiu-yun;LIU Jing;HUANG Li-jia(Makgaiti Teacher Training Center,Makgaiti 844600,Xinjiang,China;Tecahers College,Shihezi University,Shihezi 832003,Xinjiang,China)

机构地区：[1]麦盖提县教师培训中心,新疆麦盖提县844600 [2]石河子大学师范学院,新疆石河子832003

出　　处：《兵团教育学院学报》2024年第3期75-84,共10页Journal of Bingtuan Education Institute

摘　　要：采用扎根理论的研究方法,深度挖掘安吉游戏背景下幼儿教师专业自主权的结构要素及形成路径。通过探索性分析得到如下形式理论:幼儿园教师专业自主权的核心结构为教师与幼儿建立的“交往关系”、教师与管理者建立的“权利关系”和教师在处理空间与材料中形成的“实践能力”,幼儿教师专业自主权遵循“觉醒→迷茫→憧憬”的发展路径。研究认为可双向推进教师赋权与儿童赋权增强双主体的控制力和影响力,加强教师理论培训和实践探索提升个人权利感和自我效能感,最终实现幼儿教师专业自主权的觉醒和发展。This study adopts the Grounded Theory research method to deeply explore the structural elements and formation path of preschool teachers'professional autonomy under the background of Anji Games.Through exploratory analysis,the following formal theories are obtained:The core structure of preschool teachers'professional autonomy are the"communication relationship"established by teachers and children,the"power relationship"established by teachers and managers,and the"practical ability"formed by teachers in dealing with space and materials.The professional autonomy of preschool teachers follows the development path of"awakening→confusion→longing".The research shows that empowerment of teachers and children can be promoted in both directions to enhance the control and influence of both subjects,and at the same time,teachers'theoretical training and practical exploration need to be strengthened to enhance their sense of personal rights and self-efficacy,and finally realize the awakening and development of preschool teachers'professional autonomy.

关 键 词：专业自主权 权力关系 交往关系 实践能力 

分 类 号：G615[文化科学—学前教育学]