摘要
幼儿园"小学化"现象治理是当前我国深化学前教育改革的一项重要任务。本研究采用质性研究方法,描述并分析了21位一线教师对"去小学化"政策执行的困境感知及应对策略。研究发现,尽管多数教师认同"去小学化"政策的意义,但他们在政策执行中面临政策概念与目标模糊、执行方式单一、政策成效微弱等困境。面对政策执行中的不确定性,幼儿教师采用了三种策略弥合政策要求与实践之间的差距,包括忠实型实践、权变型实践和避险型实践。提升去"小学化"政策执行的成效,需要进一步优化政策设计、执行和评价环节。
Preventing primary school orientation in kindergarten education is an important task of deepening the reform of early childhood education in China.In this study,21 teachers from two kindergartens in X City were interviewed to explore their perceptions of difficulties in implementing relevant policies and their coping strategies.It is found that although most teachers agree about the importance of the policy,they are facing multiple challenges in policy implementation,such as vague policy concept and goal,single implementation mode and weak policy effect.Faced with the policy uncertainties,teachers adopted three strategies to bridge the gap between policy requirements and practice,including faithful practice,contingency practice and risk-avoiding practice.To improve policy implementation,it is necessary to optimize the policy design,implementation and evaluation.
作者
许倩倩
XU Qian-qian(School of Education,Shaanxi Normal University,Xi'an,Shaanxi,710062,China)
出处
《教师教育研究》
CSSCI
北大核心
2022年第1期101-107,共7页
Teacher Education Research
基金
2021年度教育部人文社会科学研究青年基金西部和边疆地区项目(21XJC880008)。
关键词
幼儿园教师
去小学化
政策执行
kindergarten teachers
prevention of primary school orientation
policy implementation
作者简介
许倩倩,陕西师范大学教育学部副教授,教育学博士,主要研究方向为学前教育政策、儿童社会性发展与教育,E-mail:xuqianqian@snnu.edu.cn。
