摘要
德性作为幼儿教师的一种获得性品质,是其专业素养之根本。积极心理学倡导的对人积极心理的唤醒与挖掘,为理解幼儿教师德性内涵及其养成理解提供了新的视角。从积极心理学的角度来看,幼儿教师德性必须包含对自我的德性和对幼儿的德性两个维度。但现实中,幼儿教师德性却陷入了"积极心理"缺失和"全人视角"缺失的双重困境。因此,挖掘幼儿教师内在积极力量才是教师德性养成的核心所在。
As an acquired quality of preschool teachers,virtue is the foundation of their professional accomplishment.The awakening and excavation of people’s positive psychology advocated by positive psychology provides a new perspective for understanding the connotation of preschool teachers’morality and its cultivation.From the perspective of positive psychology,preschool teachers’morality must include two dimensions:self and children’s morality.However,in reality,preschool teachers’morality has fallen into the dilemma of the lack of"positive psychology"and"whole person perspective",and the core of cultivating preschool teachers’morality is to excavate their inner positive power.
作者
张文桂
ZHANG Wengui(School of Teacher Education,Huzhou University,Huzhou 313000,China;Zhejiang Rural Education Research Center,Huzhou University,Huzhou 313000,China)
出处
《湖州师范学院学报》
2021年第3期41-47,54,共8页
Journal of Huzhou University
基金
浙江省教育厅2018年一般科研项目“生态学视域下幼儿教师学习状况及其支持策略研究”(Y201839520)
2019年浙江省高等教育“十三五”第二批人才培养项目“基于卓越幼儿教师培养的学前教育专业‘四全’实践教学体系探索”(jg20190441)
关键词
积极心理学
幼儿教师德性
内涵
养成
positive psychology
preschool teachers’virtue
connotation
cultivation
作者简介
张文桂,博士,讲师,从事学前教育基本理论研究。
