学前教育劳动意蕴下新时代幼师的劳动价值及其实现向度  

The Labor Value of Kindergarten Teachers in the New Era and Its Realization Logic under the Connotation of Preschool Education Labor

作　　者：阎乃胜 YAN Nai-sheng(Faculty of Teachers Education,Suqian University,Suqian 223800,China)

机构地区：[1]宿迁学院教师教育学院,江苏宿迁223800

出　　处：《集美大学学报（教育科学版）》2024年第6期50-58,共9页Journal of Jimei University：Education Science Edition

基　　金：教育部人文社会科学研究规划基金项目“教师形象变迁与我国特殊教育政策演进研究”(20YJA880066);宿迁学院研究阐释党的二十大精神专项项目“马克思人学视域下江苏‘十四五’教育资源优化配置研究”(2023ESD08)。

摘　　要：基于马克思主义的劳动价值论来审视学前教育,其劳动意蕴在于发展幼儿的劳动能力,促进幼儿实现全面而自由发展。幼师是学前教育的劳动主体,个性、人权、解放和自由是幼师劳动价值的表征、保障、实现条件和目标愿景,由此构成学前教育劳动意蕴下新时代幼师劳动价值的核心要素。为切实履行好学前教育的劳动使命,充分实现育人主体的劳动价值,幼师应做促进幼儿发展的“四个引路人”,坚持“四为服务”的育人方向,遵循“四个相统一”的劳动原则,成长为“四有”好老师。这是新时代幼师劳动价值实现的四维向度。Based on the labor value standpoint of Marxism,the labor implication of preschool education is to develop children's labor capacity and promote their free and comprehensive development.As the labor subject of preschool education,the realization of the labor value of kindergarten teachers follows the logical main line of the internal unity of personality,human rights,liberation and freedom.In order to fully realize their own labor value and fulfill the labor tasks of preschool education,kindergarten teachers should become the“four guides”for the growth and development of children,correctly exercise the human rights of“four services”,and achieve liberation under the guidance of the principle of“four unity”,and to be the“excellent teacher with four characteristics”required by the development of the new times,thereby achieving to achieve free and comprehensive development.

关 键 词：新时代 幼师 劳动价值 

分 类 号：G610[文化科学—学前教育学]