论幼儿教师的哲学素养

发布时间：2018-05-12 08:34

本文选题：幼儿教师 + 教师素养　；参考：《华中师范大学》2015年硕士论文

【摘要】：在2012年教育部颁布的《幼儿园教师专业标准(试行)》中,对幼儿教师提出了更多更高的专业上的规范和要求,进一步推进了幼儿教师专业化的进程。随着社会的不断发展,人们也越来越意识到幼儿教育对于幼儿一生成长与发展的重要性。而对于幼儿教育的直接承担者——幼儿教师而言,究竟具备什么样的素养才能担负起这一神圣伟大的使命,才能更好的促进幼儿健康全面的发展,成为了幼儿教师专业化道路上必须要思考的一个问题。在以往传统的幼儿教师素养研究中,人们普遍着重于教师的思想政治素养、职业道德素养、知识能力素养以及职业心理素养,而并未意识到教师的哲学素养之于教育效果与教师专业成长的重要性。幼儿教师哲学素养是指幼儿教师在实际工作中面对细微的幼儿教育问题,自觉运用哲学之思去反思审视整个教育环节,不断更新知识的一种综合素质力,它不仅包括向外的事业行为,也包括向内的人格修养。幼儿教师的哲学素养在教学层面、教育层面、人生层面都有着一定程度的体现,幼儿教师哲学素养又有着发展性、潜隐性、差异性和指引性的特点,它不仅能提升幼儿教师的职业幸福感,激发幼儿教师的问题意识,而且还能够促进幼儿教师的反思能力,坚定幼儿教师的教育信念,引领着幼儿教师的专业成长。而当前幼儿教师的队伍中,受传统教师教育知识化与技能化的影响,以及在职后“常人自我”与“教育惯习”观念的束缚,普遍表现出哲学知识的匮乏和自我专业意识的缺失。本文从现象学的视角出发,借助于对现象学中“意义向度”“主体间性”“悬置”“回到事情本身”这些关键概念的理解,来分析幼儿教师哲学素养的意识唤醒、培养哲学素养的沃土、哲学品性的酝酿、哲学素养的探索之路等问题,给幼儿教师哲学素养的生成带来一些新的启发和思考。
[Abstract]:In the "Professional Standard for Kindergarten Teachers (trial)" promulgated by the Ministry of Education in 2012, more and higher professional norms and requirements were put forward for kindergarten teachers, which further promoted the process of preschool teachers' professionalization. With the continuous development of society, people are becoming more and more aware of the importance of early childhood education for the growth and development of children throughout their lives. And for the direct bearers of early childhood education, the preschool teachers, what kind of accomplishment can they have to shoulder this sacred and great mission, in order to better promote the healthy and comprehensive development of young children? It has become a problem that must be considered on the road of preschool teachers' specialization. In the traditional research of preschool teachers' accomplishment, people generally pay attention to the teachers' ideological and political accomplishment, professional ethics accomplishment, knowledge ability accomplishment and professional psychological accomplishment. It does not realize the importance of teacher's philosophical accomplishment to educational effect and teacher's professional growth. Preschool teachers' philosophical accomplishment refers to the comprehensive quality of preschool teachers who are faced with minor problems of early childhood education in their practical work, consciously apply philosophical thinking to reflect and examine the whole education link, and constantly update their knowledge. It includes not only outward career behavior, but also inward personality cultivation. The philosophical literacy of preschool teachers is reflected to a certain extent in teaching, education and life. The philosophical literacy of preschool teachers has the characteristics of development, latent, difference and guidance. It can not only promote the professional well-being of preschool teachers, stimulate their awareness of problems, but also promote the reflective ability of early childhood teachers, strengthen their educational beliefs, and lead the professional growth of preschool teachers. At present, influenced by the knowledge and skill of traditional teachers' education, and the shackles of the concepts of "ordinary self" and "educational habit", the lack of philosophical knowledge and the lack of self-professional consciousness are common in the current preschool teachers. From the perspective of phenomenology, this paper, by means of the understanding of the key concepts of "meaning dimension" and "intersubjectivity" and "suspension" and "returning to the matter itself" in phenomenology, analyzes the awareness awakening of preschool teachers' philosophical literacy. The cultivation of fertile soil of philosophical literacy, the brewing of philosophical qualities, the exploration of philosophical literacy and other problems have brought some new inspiration and thinking to the generation of philosophical literacy of preschool teachers.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G615

【参考文献】