知识社会学视角下的幼儿园教师知识人角色建构:本质、困境与转向
Essence,Dilemma,and Transition of the Role Construction of Kindergarten Teachers as Knowledge Person:From the Perspective of Sociology of Knowledge
邓秀平 1黎平辉 2雷经国1
作者信息
- 1. 贵州师范学院贵州教育发展研究中心,贵州贵阳,550018
- 2. 贵州师范学院贵州教育发展研究中心,贵州贵阳,550018;华中师范大学教育学院,湖北武汉,430079
- 折叠
摘要
知识社会学认为,幼儿园教师的社会角色取决于其所依赖的知识体系类型以及参与知识的方式."技术人"训练背景下的幼儿园教师角色在社会圈子中的受认可度不高,不仅影响了幼儿园教师的专业自信与职业认同,也限制了幼儿园教师的专业发展空间."创新人"培养赋予了幼儿园教师的知识人角色新内涵.本研究建议,通过幼儿园教师社会圈子的共同价值取向转向,激发社会圈子对幼儿园教师知识人角色的新需求,重塑幼儿园教师社会"自我".
Abstract
According to the sociology of knowledge,the social role of kindergarten teachers depends on the type of knowledge system they rely on and the way they participate in knowledge.Kindergarten teachers with a"technical"training background participate in disciplinary knowledge and act as knowledge disseminators.However,this role is not highly recognized in society,which not only affects the professional confidence and identity of kindergarten teachers but also limits their professional development space.The cultivation of"innovators"endows kindergarten teachers with a new connotation of knowledge persons.This study suggests that by shifting the common values of the social circle of kindergarten teachers,new demands of social circle for the knowledge role of kindergarten teachers can be stimulated,the social"self"of kindergarten teachers can be rebuilt.
关键词
幼儿园教师/知识社会学/社会圈子/角色建构/转向Key words
kindergarten teachers/sociology of knowledge/social circles/character construction/transition引用本文复制引用
基金项目
教育部人文社会科学研究一般项目(2019)(19YJC880039)
贵州省课程教材建设研究课题(2023)(2023GZKCJC0103)
出版年
2024
NETL
NSTL
万方数据