| 丁春艳1,2 ，蔡迎旗1，占淑玮1.数字化背景下幼儿园教师角色转变的内在逻辑与现实路径[J].陕西学前师范学院学报,2025,41(5):58-66 |
| 数字化背景下幼儿园教师角色转变的内在逻辑与现实路径 |
| The Intrinsic Logic and Practical Pathways of Kindergarten Teachers’ Role Transformation in the Digital Context |
| 投稿时间：2025-02-27 |
| DOI：10. 11995/j. issn. 2095-770X. 2025. 05. 006 |
| 中文关键词: 数字化背景 幼儿园教师 教师角色 角色转变 技术现象学理论 |
| 英文关键词: digital context kindergarten teachers teacher roles role transformation the technological phenomenology theory |
| 基金项目:国家社会科学基金教育学重点课题（AHA200010）；青海师范大学校级哲学社会科学中青年科研基金项目（2021QSK008） |
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| 中文摘要: |
| 新教育场景对幼儿园教师角色提出了新的要求。数字技术与幼儿园教育深度融合的背景下，幼儿全面发展的需求、教师专业能力重构诉求和教学资源数字化转型实践亟需幼儿园教师实现角色转变，应对教育变革。技术现象学理论为探索数字化背景下幼儿园教师角色转变提供了理论视角，基于这一逻辑，数字化背景下幼儿园教师应从幼儿行为监管者转变为幼儿权益维护者、从经验决策者转变为技术协同者、从知识主导者转变为资源联动者。为了实现幼儿园教师角色转变，应从政府科学布局学前教师教育体系、幼儿园提供外源支持、教师强化个体自觉等方面探寻现实路径。 |
| 英文摘要: |
| The new educational landscape has placed fresh demands on the roles of kindergarten teachers. Against the backdrop of the deep integration of digital technology and early childhood education, there is an urgent need for kindergarten teachers to undergo role transformations to meet the demands of children’s holistic development, the reconstruction of teachers’ professional competencies, and the digital transformation of teaching resources, thereby addressing educational reforms. The theory of technological phenomenology provides a theoretical perspective for exploring the role transformation of kindergarten teachers in the digital era. Based on this logic, kindergarten teachers in the digital context should shift from being supervisors of children’s behavior to guardians of children’s rights, from experiential decision-makers to collaborators with technology, and from knowledge dominators to resource coordinators. To achieve this role transformation, practical pathways should be explored, including the government’s strategic planning of the preschool teacher education system, kindergartens externally supporting, and teachers strengthening their individual self-awareness. |
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