| 彭香萍 ,刘紫凌 ,李 颖.幼儿园教师观念的“小学化”倾向及对策探讨——基于P市的现状调查[J].陕西学前师范学院学报,2021,37(12):76-83 |
| 幼儿园教师观念的“小学化”倾向及对策探讨——基于P市的现状调查 |
| Kindergarten Teachers’ Primary-Education Oriented Tendency and Its Countermeasures—A Case Study of P City |
| 投稿时间：2021-10-03 修订日期：2021-10-24 |
| DOI：doi：10. 11995/j. issn. 2095-770X. 2021. 12. 011 |
| 中文关键词: 小学化 幼儿园教师 幼儿园教育 |
| 英文关键词: primary-education oriented kindergarten teachers kindergarten education |
| 基金项目:江西省高校人文社会科学研究项目（JY19257）；萍乡市社会科学规划课题（19JY04） |
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| 中文摘要: |
| 幼儿园教师的教育观念对幼儿成长有重要意义。围绕目的与内容观、教育形式观、评价观、教室环创观几方面内容，对142名幼儿园教师的调查发现幼儿园教师观念“小学化”倾向不同程度地存在：“学前”与“学校”的内容冲突是教育目的与内容观的动力表现，集体教学过多是“小学化”教育形式观的组织表现，结果重于过程是“小学化”教育评价观的导向表现，教室“幼趣”不足是“小学化”教育环创观的课程表现。幼儿园教师观念“小学化”倾向的形成与教师教育的观念保障、幼儿家庭的利益诉求和教育机构应试教育的低龄渗透紧密相关，其治理需走分层施策之路，家庭要改变应试取向的教育方法，积极回应幼儿园的“幼儿本位”工作；职能部门要系统改善“幼小衔接”工作，全面落实小学入学的准入监管；幼儿园要及时更新保教工作观念，不断提高教师队伍的学前教育觉悟和水平。 |
| 英文摘要: |
| The educational concept of kindergarten teachers is of great significance to the growth of children. This paper， focusing on educational purpose and content， educational form， educational evaluation and classroom environment creation， through the survey of 142 kindergarten teachers， finds that the “primary-education oriented tendency” exists in varying degrees. The content selection conflict between “kindergarten” and “primary school” is the dynamic manifestation of educational aim and content view， and the excessive collective teaching is the organizational manifestation of “primary-education oriented” educational form view， results over process is the guidance manifestation of the “primary-education oriented” educational evaluation view， and the lack of “fun for young children” is the curriculum manifestation of the “primary-education oriented” educational environment creation view. The formation of the kindergarten teachers’ “primary-education oriented tendency” is closely related to the concept security of teacher education， the claims of interest of children’s families， and the infiltration of test-oriented education in educational institutions at a young age. The management of the problem requires hierarchical policy-making approach， in which families should change their test-oriented educational method， and respond positively to the kindergarten’s “child-oriented” work; functional departments should systematically improve the “transition between kindergarten and primary school” and fully implement primary school admission supervision; kindergartens should update the concept of teaching and learning in a timely manner， and continuously improve the awareness and level of preschool education of the teaching staff. |
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