文章摘要
李飞,刘莹.学前教育立法背景下幼儿园教师的话语权重构[J].陕西学前师范学院学报,2020,36(1):90-94
学前教育立法背景下幼儿园教师的话语权重构
Study on Reconstruction of Kindergarten Teachers' Right of Speech with Background of Preschool Education Legislation
投稿时间:2019-09-09  修订日期:2019-09-29
DOI:10.11995/j.issn.2095-770X.2020.01.015
中文关键词: 学前教育立法  幼儿园教师  话语权  教师发展
英文关键词: preschool education legislation  kindergarten teachers  right of speech  teachers' development
基金项目:江苏高校“青蓝工程”(苏教办师〔2017〕5 号)
作者单位
李飞 (1.徐州幼儿师范高等专科学校幼教研究所江苏徐州2210042.新疆师范大学教育科学学院新疆乌鲁木齐830001) 
刘莹 (1.徐州幼儿师范高等专科学校幼教研究所江苏徐州2210042.新疆师范大学教育科学学院新疆乌鲁木齐830001) 
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中文摘要:
      幼儿园教师在当前的课程改革中应有一定的话语权,然而在实践中,教师的话语权却面临着“失语”的状态。这一现象反映的是学前教育发展过程中一种不良的生态,其根本在于教师身份、角色、地位的模糊与不明确,在于行政、学术等外在的压力,也在于教师自身主体地位的欠缺与懈怠。要改变这一状况,首先要加快学前教育立法,落实教师言说地位;其次要进行制度的完善和创新,开发教师领导力;第三要做强自己,用专业赢得话语权。
英文摘要:
      Kindergarten teachers should have a certain right of speech in the current curriculum reform. But in practice,teachers' right of speech is facing the state of "Aphasia". This phenomenon reflects a bad ecology in the development of preschool education, which represents the fundamental problems of ambiguity and uncertainty of teachers' identity, teachers' role and teachers' status; while it alsohas problemsofexternal pressureofadministration and academicinstruction, andthelack of teachers' dominantroles. To change this situation, we must first accelerate the legislation of preschool education, implement the speech position of teachers; Secondly,the system should be improved and innovated to develop teachers' leadership. Thirdly,we should ask teachers to strengthen their own professionalism to win the right of speech.
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