幼儿园教师"去小学化"政策执行困境感知与回应策略
The practical dilemma perception and response strategy of kindergarten teachers to Preventing Primary School Orientation
程秀兰 1杨琴2
作者信息
- 1. 陕西师范大学教育学部, 陕西 西安 710000
- 2. 陕西师范大学教育学部, 陕西 西安 710000;昌吉学院教育科学学院, 新疆 昌吉 831100
- 折叠
摘要
"去小学化"是当前我国学前教育改革的重难点,尤其是直面"小学化"实践现场的幼儿园教师在政策执行中面临着诸多困境.采用主题分析法,对15 名一线幼儿园教师在"去小学化"过程中的实践困境及其回应策略进行了描述与分析,研究发现,基层幼儿园教师在政策执行中面临对"去小学化"政策价值和目标认知模糊、内涵理解偏差、多维执行阻力等困境.为此,幼儿园教师多采用忠实执行、主动斡旋、悄然隐蔽三种策略来进行政策和自身实践间的弥合与平衡.建议深入推进"去小学化"的实践,需要邀约领域专家深度参与、建立协同共治长效机制以及提供资源构筑多重保障.
Abstract
"De-Primary Schooling"Policy is a major difficulty in our preschool education reform,Especially the kindergarten teachers is to perceive different kinds of difficulties in it.This study adopts the theme analysis method to describe and analyze the practical dilemma and response strategies of 15 kindergarten teachers in the process.It is found that not all teachers are in favour of the"Preventing Primary School Orientation"policy,and they are fa-cing multiple challenges In the process of concrete practice,such as vague policy concept and goal,High execution resistance.Therefore,kindergarten teachers mainly adopt three strategies o respond to this dilemma,including Passive practice,Active practice and Covert action practice.In order to further promote the practice of"Preventing Primary School Orientation,the participation of pre-school experts,the establishment of a co-governance mechanism for interest groups and the government's financial security are all necessary
关键词
幼儿园教师/去小学化/困境感知/学前教育/家长Key words
kindergarten teachers/prevention of primary school orientation/Practical dilemma/Response strategy引用本文复制引用
基金项目
全国教育科学"十三五"规划2020年度西部项目(XHA200284)
昌吉学院校级研究项目(2022KY021)
出版年
2023
NETL
NSTL
万方数据