建國70年幼兒教師政策演進(jìn):歷程、邏輯與未來展望

摘要： 中華人民共和國成立以來,我國幼兒教師政策經(jīng)歷了三個發(fā)展時期:從師法蘇聯(lián)到泛政治化的政策探索期(1949-1977年)、從常態(tài)回歸到依法治教的政策規(guī)范期(1978-2000年)以及從體系建構(gòu)到均衡發(fā)展的政策革新期(2001年至今)。呈現(xiàn)出政策價值追求由效率轉(zhuǎn)向公平、政府管理職能由計劃轉(zhuǎn)向調(diào)控、職業(yè)標(biāo)準(zhǔn)導(dǎo)向由知識變?yōu)槟芰?、學(xué)前教師教育體系由封閉走向開放的演進(jìn)邏輯。展望未來,應(yīng)繼續(xù)堅持公平導(dǎo)向,促進(jìn)幼兒教師資源的均衡配置;堅持政府主導(dǎo),充分發(fā)揮政府的調(diào)控和服務(wù)職能;堅持質(zhì)量導(dǎo)向,加強中國特色學(xué)前教師教育體系建設(shè);依托學(xué)前立法,深化幼兒教師管理制度改革。
Since the founding of the People's Republic of China, China's kindergarten teacher policy has gone through three different periods: exploratory period(1949-1977), normative period(1978-2000) and reformatory Period(2001-2019). It shows some distinct logic: the pursuit of policy value shifted from efficiency to fairness, the management functions of government shifted from centralization to macro-controlling, the professional standard of kindergarten teacher shifted from knowledge-oriented to ability-oriented, and the kindergarten teacher education shifted from closing to opening. Looking to the future, we should persist in the principle of fairness in the disposing of kindergarten teacher education resource, adhere to the the leading role of government by promoting the government's macro-control, strengthen China's kindergarten teacher education system and deepen the reform of management system of kindergarten teacher by legislation.