教育生态学视域中民族地区乡村幼儿园教师质量发展的实践进路  

The Practical Approach to the Quality Development of Rural Kindergarten Teachers in Ethnic Areas from the Perspective of Educational Ecology

作　　者：韩彦 冯江英[2] 荷叶[3] HAN Yan;FENG Jiangying;Heye(College of Education Science,Kashi University,Kashi 844000,China;College of Education Science,Xinjiang Normal University,Urumqi 830000,China;Editorial Department of Journal,Inner Mongolia Minzu University,Tongliao 028043,China)

机构地区：[1]喀什大学教育科学学院,新疆喀什844000 [2]新疆师范大学教育科学学院,新疆乌鲁木齐830000 [3]内蒙古民族大学学报编辑部,内蒙古通辽028043

出　　处：《民族高等教育研究》2024年第3期86-92,共7页Research on Higher Education of Nationalities

基　　金：喀什大学校级课题“乡村振兴背景下南疆幼儿园教师队伍质量现状及提升策略研究”(项目编号:[2022]1759);教育发展战略学会重点课题“民族地区基础教育中家校社合作铸牢中华民族共同体的实践研究”(项目编号:JXXTKD2303);喀什地区义务教育内涵式均衡发展的路径研究(项目编号:022022687);喀什大学南疆经济与社会高质量发展研究项目“民族地区乡村振兴与可持续发展研究”。

摘　　要：教育生态学是从生态学角度研究教育问题的一种理论。从教育生态学视角来看,民族地区乡村幼儿园教师质量发展是教师自身发展的过程也是多种因素综合作用的过程。民族地区乡村幼儿园教师质量发展生态系统是生态主体之间、生态主体因子与环境因子之间、环境因子之间相互联系的动态系统,因此,实现民族地区乡村幼儿园教师质量发展应关注生命主体的丰富性,推进“生态位”协同发展,构建质量发展共同体,消除“限制性因子”,提供生态主体质量发展保障。Educational ecology is a theory that studies educational issues from the perspective of ecology.From the perspective of educational ecology,the quality development of rural kindergarten teachers in ethnic areas is a process of their own development and a comprehensive action of many factors.The ecological system for the quality development of rural kindergarten teachers in eth-nic areas is a dynamic system of interrelation between ecological subjects,ecological subject factors and environmental factors,and environmental factors.Therefore,to achieve the quality development of rural kindergarten teachers in ethnic areas,we should pay at-tention to the richness of life subjects,promote the coordination of“ecological niche”,build a quality development community,and eliminate“restrictive factors”,and provide guarantee for the quality development of ecological subjects.

关 键 词：教育生态学 民族地区 幼儿园 教师质量 

分 类 号：G615[文化科学—学前教育学]