基于儿童早期发展的四川省托育教师专业发展研究  

A Research on Professional Development of Nursing Teachers Based on Early Childhood Development

作　　者：胡静[1] HU Jing(Sichuan Preschool Educators College,Mianyang 621000,China)

机构地区：[1]四川幼儿师范高等专科学校学前教育学院,四川绵阳621000

出　　处：《宁波教育学院学报》2024年第5期29-34,共6页Journal of Ningbo Institute of Education

基　　金：四川省0~3岁儿童早期发展与教育研究中心课题“基于儿童早期发展的托育机构师资专业发展现状研究”(SCLS21Y-003);四川省教育厅2022-2024年职业教育人才培养和教育教学改革研究项目“增值评价视角下托育专业人才培养质量评价体系的建构与实践研究”(GZJG2022-782)。

摘　　要：儿童早期发展主要依赖于婴幼儿主要照护者的教养行为。作为除家长之外的重要养育人,托育教师的专业发展现状对儿童早期发展产生着重要影响。基于问卷调查,通过spss26.0分析发现:托育教师在师德与理念维度上发展情况较好,在情怀与个性维度上体现出“高热爱、低坚守”矛盾,在专业知识上储备不足,在专业能力上发展相对不足。为提高托育教师的专业水平和0~3岁婴幼儿托育服务的整体质量,提出了明晰托育教师职业身份、构建“教养融通”的培养体系及规范托育教师的在职培训内容三方面解决策略。The early development of children mainly depends on the nurturing behavior of their caregivers.As an important nurturer besides their parent,nursing teachers’professional development has an important influence on the early development of children.The research suggests that the development of nursing teachers are better in the dimension of teacher’s morality and idea,nevertheless the contradiction of“High Love,low persistence”is reflected in their emotion dimension and personality.And they lack sufficient professional knowledge and ability development.To improve the professional level of nursing teachers and the overall quality of 0-3 year-old child care services,we suggest putting forward clear professional identity of the teachers,constructing the training system of Education Integration and standardizing the on-the-job training content of nursing teachers.

关 键 词：儿童早期发展 托育教师 教师专业水平 身份认同 

分 类 号：G615[文化科学—学前教育学]