【作者】 贾昊宇；

【导师】 刘晶波；

【作者基本信息】 南京师范大学， 学前教育学， 2022， 博士

【摘要】 在对幼儿教育本质问题的逻辑认知上幼儿教育的根本是幼儿园教师同幼儿的互动,而幼儿园教师自身社会性发展状况是师幼互动的关键所在。但对当下的教育实践及过往研究的梳理可以发现,国内外关于幼儿园教师社会性发展的理论和实践探索都处于较为缺位的状态。因此为了幼儿教育质量的不断提升迫切需要关注幼儿园教师社会性发展的相关问题。本研究通过对文献资料的梳理将幼儿园教师社会性发展界定为在幼儿园教师发展的过程中,在其指向自我、指向他人和指向环境三个维度上展现出的教师同自我、他人、集体和社会环境之间的互动联结及交互关系的状态,这其中有着不同的阶段划分及其特征表现。 本研究以毕生发展观、生命周期理论、关系社会学、社会建构论和人类发展生态学为理论基础。基于对历史文本的分析,归纳了从设立幼儿园教师职业伊始直到当下教师培养体系中同社会性发展相关的内容。运用质性研究的方法选取两所幼儿园进行了为期六个月的田野扎根观察和深度访谈,以获取幼儿园教师社会性发展状态的实然资料。尝试从幼儿园教师社会性发展的应然分析和实然状况两个方面进行探究。 研究发现,在研究的第一部分幼儿园教师社会性发展的应然分析中,教师这一职业的源起便蕴含着对身份修养和品行举止的内涵表达,而在清末时期首次创设幼儿园教师职业便是承继了历史传统中对教师之道的要求,旨在培养幼儿园教师具备良好修身品性的社会性形象,在清末至民国的培养体系下以修身课和公民课的形式来规范幼儿园教师社会性相关层面的发展。建国之后则梳理了从二十世纪五六十年代直至改革开放以来对幼儿园教师的相关培养内容,发现幼儿园教师职前和职后培养上愈发重视从职业道德和师风修养等方面来促进教师社会性的发展。但近现代对幼儿园教师社会性发展培养的内容不够完备也未成体系。在研究的第二部分实然分析中,对幼儿园教师社会性发展的研究结果显示,幼儿园教师社会性发展有着显著的阶段性呈现。幼儿园教师社会性发展可根据生理性年龄、教龄和社会龄而划分为四个阶段。每一阶段的幼儿园教师根据其对应的时间跨度和角色体察的经历展现着该阶段的特质。幼儿园教师会通过对自我身心状态的体察和对自身职业的认知来建构同自我的关系联结,从而在指向自我维度上达到对自我的体认;幼儿园教师会与工作场域中的幼儿、同事、领导以及私人家庭场域中的家人探索同他人的关系,从而在指向他人维度上同他人进行交互,获取来自他人集体的影响塑造;幼儿园教师还会面对着幼儿园的制度管理生活、传播媒介以及社会文化等外部环境,从而在指向社会环境维度上身受陶染并对其施行影响改造。处于不同社会性发展阶段的幼儿园教师会在这些维度上有着不同的表征并面临着各异的机遇与挑战。 基于对幼儿园教师社会性发展研究的结论分析可知,在幼儿园教师社会性发展的应然层面,近代幼儿园教师培养体系中对社会性发展相关内容的关注有着传统的智慧和时代的局限性,当代幼儿园教师培养体系中对社会性发展相关内容的关注正逐渐彰显但尚未体系化。在幼儿园教师社会性发展的实然层面,对幼儿园教师群体进行的实证研究发现幼儿园教师社会性发展是终身持续的过程,幼儿园教师社会性发展会在复杂交织的互动关系中被缔造。而对幼儿园教师社会性发展应然和实然层面的现实审视发现当下存在着对幼儿园教师社会性发展理解上的不足、培养体系不完备、缺乏针对不同发展阶段的支持策略等诸多困境。基于以上的分析,本研究从对历史的选择性借鉴、理论的重构和实践上的探索三个层面,提出了要建构关系性理论视域、探究以欣赏和关怀为核心的管理等支持策略,以促进幼儿园教师社会性发展相关研究的推进工作。最后总结了本文在资料的取样和行动改进方面的局限,并以此规划了未来的研究展望。更多还原

【Abstract】 In the logical cognition of the essential issues of early childhood education,the fundamental of early childhood education is the interaction between kindergarten teachers and children,and the social development of kindergarten teachers is the key to the interaction between teachers and children.However,by reviewing the current educational practice and past research,it can be found that the theoretical and practical explorations on the social development of kindergarten teachers at home and abroad are relatively absent.Therefore,in order to continuously improve the quality of early childhood education,it is urgent to pay attention to the problems related to the social development of kindergarten teachers.This research defines the social development of kindergarten teachers as the development of kindergarten teachers in the three dimensions of self-directed,others-directed and environment-directed in the process of the development of kindergarten teachers.The state of interaction and relationship between environments has different stages and its characteristics. This research is based on the life-long development view,life cycle theory,relational sociology,social construction theory and human development ecology.Based on the analysis of historical texts,this paper summarizes the content related to social development from the establishment of the kindergarten teacher profession to the current teacher training system.Using qualitative research methods,two kindergartens were selected for six-month field-based observation and in-depth interviews to obtain real data on the social development status of kindergarten teachers.It tries to explore from two aspects: the analysis of the social development of kindergarten teachers and the actual situation. The study found that in the first part of the study,the analysis of the social development of kindergarten teachers,the origin of the teacher's profession contained the connotative expression of identity cultivation and behavior,and the kindergarten teacher profession was first created in the late Qing Dynasty.Inheriting the requirements of the teacher's way in the historical tradition,it aims to cultivate the social image of kindergarten teachers with good self-cultivation character.Under the training system from the end of the Qing Dynasty to the Republic of China,the kindergarten teachers are standardized in the form of self-cultivation classes and civic classes.level development.After the founding of the People's Republic of China,it sorted out the relevant training content of kindergarten teachers from the 1950 s and 1960 s until the reform and opening up,and found that the pre-service and post-service training of kindergarten teachers paid more and more attention to promoting teachers from the aspects of professional ethics and teaching style.social development.However,in modern times,the content of social development training for kindergarten teachers is not complete and has not been formed into a system.In the second part of the research,the results of the research on the social development of kindergarten teachers show that the social development of kindergarten teachers has a significant stage.The social development of kindergarten teachers can be divided into four stages according to physiological age,teaching age and social age.Kindergarten teachers at each stage show the characteristics of that stage according to their corresponding time span and role-experience experience.Kindergarten teachers will construct a relationship with the self through the observation of their own physical and mental state and cognition of their own occupation,so as to achieve self-recognition in the dimension of selfdirection;kindergarten teachers will communicate with children and colleagues in the workplace.,leaders,and family members in the private family field explore the relationship with others,so as to interact with others in the dimension of pointing to others,and obtain the influence and shaping from the collective of others;kindergarten teachers will also face the kindergarten's institutional management life,communication media As well as the external environment such as social culture,so as to be influenced and transformed in the dimension of the social environment.Kindergarten teachers at different stages of social development have different representations in these dimensions and face different opportunities and challenges. Based on the analysis of the conclusions of the research on the social development of kindergarten teachers,it can be seen that at the level of the social development of kindergarten teachers,the attention to social development-related content in the modern kindergarten teacher training system has traditional wisdom and the limitations of the times.The focus on social development-related content in the teacher training system is gradually manifesting but not yet systematized.At the real level of the social development of kindergarten teachers,empirical research on kindergarten teachers found that the social development of kindergarten teachers is a lifelong continuous process,and the social development of kindergarten teachers will be created in complex and intertwined interactive relationships.However,the realistic review of the social development of kindergarten teachers should and is actually found that there are many difficulties such as the lack of understanding of the social development of kindergarten teachers,the incomplete training system,and the lack of support strategies for different development stages.Based on the above analysis,this study proposes support strategies such as constructing a relational theoretical horizon and exploring management with appreciation and care as the core from three levels: selective reference to history,theoretical reconstruction and practical exploration.In order to promote the promotion of research related to the social development of kindergarten teachers.Finally,the limitations of this paper in data sampling and action improvement are summarized,and future research prospects are planned accordingly.更多还原