學(xué)前師資的“寬松入職”及其消極影響

摘要： 學(xué)前師資多層次分布與多樣態(tài)培養(yǎng)在豐富不同層次、不同類別、各有所長(zhǎng)的師資力量的同時(shí),"寬松入職"與狹隘的專業(yè)知識(shí)觀也導(dǎo)致學(xué)前師資水平參差不齊,產(chǎn)生幼兒園教師排斥理論的"反智傾向",導(dǎo)致幼兒園教師專業(yè)發(fā)展的基礎(chǔ)動(dòng)力不足,形成幼兒園教師流動(dòng)失衡的"惡性循環(huán)"。對(duì)此,應(yīng)提高幼兒園教師的職業(yè)吸引力與"地位",通過一定的政策傾斜吸引更多優(yōu)秀人才有志于從事學(xué)前教育,同時(shí)加強(qiáng)和完善嚴(yán)格的幼兒園教師資格和準(zhǔn)入制度,進(jìn)而從源頭上保障幼兒園教師隊(duì)伍的質(zhì)量。
Multi-level distribution of kindergarten teachers and multi-disciplinary training While greatly enriching the faculty at different levels, different categories, and different strengths, "eased entry" and narrow view of professional knowledge also lead to kindergarten teachers' quality on various levels, resulting in kindergarten teachers "anti-intellectual tendency" of exclusion theory, leading to the lack of basic motivation for the professional development of kindergarten teachers, and forming a "vicious circle" of kindergarten teachers' unbalanced mobility.In this regard, it is necessary to improve the occupational attraction and "status" of kindergarten teachers, attract more outstanding talents to be interested in preschool education through certain preferential policies, and at the same time strengthen and improve strict kindergarten teacher qualification and admission system, so as to guarantee the quality of kindergarten teachers from the source.