幼儿教师间专业交往:现实困境及优化策略  

Professional Communication among Preschool Teachers:Realistic Dilemmas and Optimization Strategies

作　　者：糟冥叶 马娥[2] ZAO Ming-ye;MA'e(Ningxia Ethnic Vocational and Technical College,Wuzhong 751100,Ningxia;Teacher Education College of Ningxia University,Yinchuan 750021,Ningxia)

机构地区：[1]宁夏民族职业技术学院,宁夏吴忠751100 [2]宁夏大学教师教育学院,宁夏银川750021

出　　处：《陇东学院学报》2025年第1期90-93,共4页Journal of Longdong University

基　　金：宁夏教育科学“十四五”规划“互联网+教育”示范区建设专项研究课题“互联网+背景下集团化幼儿园教研共同体构建研究”(NXJKG21010)。

摘　　要：交往是教师迈向专业发展的重要基石,唯有在和谐的交往环境中才能实现教师真正的成长。幼儿教师间专业交往有助于促进幼儿教师的专业发展、幼儿的全面发展及幼儿园的持续发展。而当前幼儿教师专业交往存在工具理性与交往理性的博弈、话语情境构建存在壁垒以及交往主体间性遮蔽等现实困境。为促进幼儿教师的有效交往,理应通过重塑工具价值理性,提升交往理性;创设理想话语情境,营造平等交往环境;彰显平等对话关系,培养主体间意识等策略,提升专业交往能力。Communication is an important cornerstone of teachers'professional development.Only in a harmonious communication environment can teachers truly grow.Professional communication among preschool teachers helps promote the professional development of preschool teachers,the comprehensive development of children and the sustainable development of kindergarten.At present,there are practical dilemmas in preschool teachers'professional communication,such as the game between instrumental rationality and communicative rationality,the barriers to the construction of discourse situation,and the inter-subjectivity of communication.In order to promote the effective communication of preschool teachers,we should reshape the instrumental value rationality and improve the communication rationality;Create ideal discourse situation and create equal communication environment;Demonstrate equal dialogue relationship,cultivate intersubjectivity awareness and other strategies,and improve professional communicationability.

关 键 词：专业交往 专业发展 幼儿教师交往 

分 类 号：G615[文化科学—学前教育学]