如何化冲击为契机?——基于关键事件的学前教育专业实习生专业成长的质性研究  

How to Turn Shocks into Opportunities--A Qualitative Study on the Professional Development Perceived by Preschool Education Students during Educational Practice Based on Critical Incidents

作　　者：李晓巍[1] 漆跃 胡娟[1] 张和颐 王兴华[1] LI Xiaowei;QI Yue;HU Juan;ZHANG Heyi;WANG Xinghua(Faculty of Education,Beijing Normal University,Beijing 100875 China;Beijing First Experimental School Kindergarten,Beijing 100039 China)

机构地区：[1]北京师范大学教育学部,北京100875 [2]北京第一实验学校幼儿园,北京100039

出　　处：《学前教育研究》2025年第2期44-54,共11页Studies in Early Childhood Education

基　　金：北京高校“重点建设一流专业”建设项目“学前教育重点建设一流专业”(编号:00300-110690102)。

摘　　要：实习是学前教育专业学生走向工作岗位的重要环节。初次接触教育实践的实习生常常面临着现实冲击。如何化冲击为契机,助力实习生实现专业成长,是高校专业培养过程面临的困境。采用关键事件法,分别在实习的第1~2周、4~5周、7~8周三个时间段对26名学前教育专业实习生进行3次半结构化访谈,了解实习生感受到的现实冲击及其应对方式。分析发现,大部分实习生都面临着现实冲击,其中部分实习生面临的现实冲击经历了震惊期、恢复期、稳定期三个时期的积极演变过程,由震惊期“角色转变下的困惑与怀疑”,到恢复期“逐步展现的自主性与专业性”,最终到稳定期“追寻更高的专业发展目标”。在这一过程中,积极发挥个体能动性是必要的前提条件,有效的环境支持起到助力作用,二者共同作用形成合力帮助实习生积极应对现实冲击并实现专业成长。Educational practice exerts a pivotal role in bridging the gap between preschool education students and the professional world.Students who are new to the field of educational practice often face the challenges of the real world.The pivotal question in the realm of higher education becomes how to transform these shocks into invaluable opportunities,facilitating students’professional development.This research employs the critical incident technique,employing a series of three semi-structured interviews with 26 preschool education students at different stages of their educational practice(1st-2nd,4th-5th,and 7th-8th weeks)to delve into the reality shock perceived by these students and the coping strategies they adopted.The study reveals that the majority of students indeed perceive reality shock.Importantly,a subset of these students undergoes a positive evolution across three phases:shock,recovery,and stabilization.The shock phase is characterized by“confusion and doubt amidst role changes”,whereas the recovery phase witnesses a gradual transformation towards“demonstrated autonomy and professionalism”.Ultimately,the stabilization phase signifies“the pursuit of higher professional development goals”.Central to this progression is the proactive initiative demonstrated by each student,which is an indispensable precondition for professional growth.Equally essential is the provision of effective environmental support,acting as a facilitating force that synergizes with individual efforts,empowering students to proactively navigate the impact of reality and reap the benefits of profound personal and professional growth.

关 键 词：学前教育 实习 现实冲击 关键事件 

分 类 号：G61-4[文化科学—学前教育学] G642.44[文化科学—教育学]