新手幼儿园教师专业身份建构的个案研究——具身认知理论的视角  

A Case Study on the Construction of Novice Kindergarten Teachers'Professional Identity:From the Perspective of Embodied Cognition Theory

作　　者：贺敬雯 孙悦文 王小溪 HE Jingwen;SUN Yuewen;WANG Xiaoxi(College of Preschool and Primary Education,Shenyang Normal University,Shenyang 110034,China)

机构地区：[1]沈阳师范大学学前与初等教育学院,辽宁沈阳110034

出　　处：《教师教育学报》2025年第2期68-78,共11页Journal of Teacher Education

基　　金：国家社会科学基金教育学青年课题“教师专业愿景的形成、发展机制及建设路径研究”(CHA200264),项目负责人:贺敬雯。

摘　　要：以具身认知为理论视角,可以凸显真实情境中教师专业身份建构的内在逻辑,为制定新手幼儿园教师专业发展策略提供理论支持和实践指导。采取个案研究法,通过对一名新入职的幼儿园教师进行半结构式深度访谈,探讨新手幼儿园教师专业身份建构过程。结果发现,在具身实践条件下,新手幼儿园教师的专业身份建构是实践赋予主体的理性选择、问题反思、经验积累、榜样驱动和愿景发展的过程。新手教师以具身的身体实践、个人能动性和社会情境为媒介,建构起幼儿园教师专业身份。为此,未来幼儿园教师培养应以实践性知识为主,切实推进具身性的实践活动,创设具身性的社会情境,使新手幼儿园教师能够建构贴合实际需求的专业身份。From the theoretical perspective of embodied cognition,we can highlight the internal logic of teachers'professional identity construction in real situations and provide theoretical support and practical guidance for formulating novice kindergarten teachers'professional development strategies.By case study,this study discussed the construction process of novice kindergarten teachers'professional identity through a semi-structured in-depth interview with a novice kindergarten teacher.The results showed that the construction of novice kindergarten teachers'professional identity is a process of rational choice,problem reflection,experience accumulation,example-driven and vision development endowed by practice.Novice teachers construct the professional identity of kindergarten teachers with the media of embodied physical practice,personal initiative and social situation.Therefore,in the future,the preparing of kindergarten teachers should focus on practical knowledge,effectively promote the path of embodied practical activities,and create an embodied social situation,so that novice kindergarten teachers can construct professional identities that meet the actual needs.

关 键 词：新手幼儿园教师 专业身份 身份建构 具身认知理论 

分 类 号：G451[文化科学—教育学]