幼小衔接背景下教师专业发展的三重逻辑——基于教育主体间性视角  

The Triple Logic of Teachers′ Professional Development in the Context of Transition from Kindergarten to Primary School——From the Perspective of Educational Intersubjectivity

作　　者：张辉蓉[1] 孙卫 于江 ZHANG Huirong;SUN Wei;YU Jiang(Faculty of Education,Southwest University,Chongqing,400715,China;Preschool Education,Chongqing University of Education,Chongqing,400065,China;School of Economics and Management,Southwest University,Chongqing,400715,China)

机构地区：[1]西南大学教育学部,重庆400715 [2]重庆第二师范学院学前教育学院,重庆400065 [3]西南大学经济管理学院,重庆400715

出　　处：《教育与教学研究》2025年第3期84-95,共12页Education and Teaching Research

基　　金：教育部课程教材研究所委托重大研究课题“基础教育课程教材支撑教育强国建设研究”(编号:JCSZD2024KCZX009);重庆市教育委员会人文社会科学研究项目“‘幼有优育'下教师专业发展的测评与提升研究”(编号:24SKGH312)。

摘　　要：幼小衔接是学前教育现代化优质发展的必然一环,更是确保学前儿童顺利进入小学的关键,影响儿童持续健康成长。幼儿园作为学前儿童学习的主阵地,教师理应承担幼小衔接的策划者、实施者、调节者责任,然而现实是教师的重要性被弱化,且专业能力支持不足,面临诸多挑战。在儿童中心立场根本性前提不变的情况下必须观照“教师立场”,并以此为逻辑起点,寻求教师专业发展新突破。文章基于教师从幼小衔接利益相关者到与儿童共主体性下的主体间性角色转换,论证了幼小衔接下教师专业发展的角色构念逻辑;以儿童入学准备要求为视点,描画教师专业发展的内容构建逻辑,建构“4+4”教师专业发展内容维度的评价体系;进而提出教师专业发展的“道法器基”未来去路,澄明了教师专业发展的实践构想逻辑。为消除当前幼小衔接面临的家长、教师、园校、园社间协同不畅的内部阻碍及幼小衔接培训乱象的外部掣肘,通过发挥教师关键调节角色作用及促进教师专业发展促成幼小衔接科学教育生态,支持儿童健康成长。The transition from kindergarten to primary school is an inevitable part of the modern and high-quality development of preschool education,and it is crucial for ensuring a smooth entry of young children into elementary school,affecting their healthy and sustained growth.As the primary setting for preschool learning,teachers should ideally take on the roles of planners,implementers,and mediators in this transition.However,in reality,the importance of teachers is often downplayed,and the support of their professional capabilities are insufficient and facing numerous challenges.While maintaining the fundamental premise of a child-centered approach,it is essential to consider the ″teacher′s perspective″ and use this as a logical starting point to seek new breakthroughs in teacher professional development.The research,based on the shift of teachers from stakeholders in the transition process to inter-subjectivity roles alongside children,argues the logical construction of teacher roles in professional development under the context of the transition.It outlines the content construction logic for teacher professional development from the perspective of children′s readiness for school,constructing a ″4+4″ evaluation system for the content dimensions of teacher professional development.Furthermore,it proposes a future path for teacher professional development based on ″doctrine,method,tool,and foundation″,clarifying the practical conceptual logic for teacher professional development.This aims to address the internal obstacles of poor coordination among parents,teachers,schools,and communities,as well as external constraints such as chaotic transition training,by strengthening the key mediating role of teachers and promoting their professional development to foster a scientific educational ecosystem for the transition,supporting the healthy growth of children.

关 键 词：幼小衔接 专业发展 利益相关者 主体间性 

分 类 号：G451[文化科学—教育学]