教育与教学研究2025，Vol.39Issue(3)：84-95,12.
幼小衔接背景下教师专业发展的三重逻辑
The Triple Logic of Teachers'Professional Development in the Context of Transition from Kindergarten to Primary School
摘要
Abstract
The transition from kindergarten to primary school is an inevitable part of the modem and high-quality de-velopment of preschool education,and it is crucial for ensuring a smooth entry of young children into elementary school,affecting their healthy and sustained growth.As the primary setting for preschool learning,teachers should ideally take on the roles of planners,implementers,and mediators in this transition.However,in reality,the importance of teachers is often downplayed,and the support of their professional capabilities are insufficient and facing numerous challenges.While main-taining the fundamental premise of a child-centered approach,it is essential to consider the"teacher's perspective"and use this as a logical starting point to seek new breakthroughs in teacher professional development.The research,based on the shift of teachers from stakeholders in the transition process to inter-subjectivity roles alongside children,argues the logical construction of teacher roles in professional development under the context of the transition.It outlines the content construction logic for teacher professional development from the perspective of children's readiness for school,construct-ing a"4+4"evaluation system for the content dimensions of teacher professional development.Furthermore,it proposes a future path for teacher professional development based on"doctrine,method,tool,and foundation",clarifying the practical conceptual logic for teacher professional development.This aims to address the internal obstacles of poor coordination among parents,teachers,schools,and communities,as well as external constraints such as chaotic transition training,by strengthening the key mediating role of teachers and promoting their professional development to foster a scientific educa-tional ecosystem for the transition,supporting the healthy growth of children.关键词
幼小衔接/专业发展/利益相关者/主体间性Key words
transition from kindergarten to primary school/professional development/stakeholders/inter-subjectivity分类
社会科学引用本文复制引用
张辉蓉,孙卫,于江..幼小衔接背景下教师专业发展的三重逻辑[J].教育与教学研究,2025,39(3):84-95,12.基金项目
教育部课程教材研究所委托重大研究课题"基础教育课程教材支撑教育强国建设研究"(编号:JCSZD2024KCZX009) （编号:JCSZD2024KCZX009）
重庆市教育委员会人文社会科学研究项目"'幼有优育'下教师专业发展的测评与提升研究"(编号:24SKGH312). （编号:24SKGH312）
