幼儿园托班教师专业素养的挑战与提升  

Challenges and Enhancement of the Professional Competence of Infant Teachers in Kindergartens

作　　者：洪秀敏[1] 刘梦娇 王艳 HONG Xiumin;LIU Mengjiao;WANG Yan(Faculty of Education,Beijing Normal University,Beijing 100875,China;School of Education,Qinghai Normal University,Xining Qinghai 810016,China)

机构地区：[1]北京师范大学教育学部,北京100875 [2]青海师范大学教育学院,青海西宁810016

出　　处：《教师发展研究》2025年第2期80-87,共8页Teacher Development Research

基　　金：北京市教育科学“十四五”规划优先关注重点课题“幼儿园发展托幼一体化服务研究”(BAEA22005)。

摘　　要：幼儿园开设托班对推进当前普惠育幼服务体系构建,实现学前教育提质增效具有重大意义。综合运用问卷调查和访谈法对当前幼儿园托班教师专业素养的现状进行研究。研究发现:托班教师专业素养面临挑战,婴幼儿需求为本的理念、3岁以下婴幼儿发展知识、与婴幼儿及家长的沟通反思能力不足;带托意愿、生育经历和教研活动等因素加剧了托班教师专业素养的挑战。为提升托班教师专业素养,应强化信念引领和外部激励,健全准入制度和培训体系,完善教研机制和投入支持。Infant classes in kindergartens is of great significance for promoting the inclusive childcare service system and improving the efficiency of preschool education.This study conducted a questionnaire survey on the professional competence of infant teachers and interviewed principals and infant teachers.It is found that the professional competence of infant teachers is non-optimistic,facing the challenges in the concept of child-centered care for infants and toddlers,knowledge of development for children under the age of three,and the ability to reflect on communication with infants,toddlers,and their parents.In addition,lack of the willingness to childcare,childbirth experience,and research and teaching activities have exacerbated the challenges in developing their professional competence.To enhance the professional competence of infant teachers,it is necessary to strengthen belief guidance and external incentives,improve admission system and training system,and perfect research and teaching mechanisms together with investment support.

关 键 词：幼儿园托班 托班教师 专业素养 

分 类 号：G615[文化科学—学前教育学]