继续教育研究Issue(7)：69-76,8.
幼儿园教师教育研究力培养:价值意蕴、现实困境与突破路径
Cultivating Educational Research Capacity of Kindergarten Teachers:Value Implications,Realistic Dilemmas and Breakthrough Pathways
摘要
Abstract
Against the backdrop of high-quality development in early childhood education,kindergarten teachers' educational research capacity re-presents a core competency for driving professional transformation and bridging educational philosophy with early childhood teaching and care practices.The quality of its cultivation is therefore closely tied to the connotative development of early childhood education.From a reflective and critical perspective,a systematic examination of the key issues surrounding the development of this competency suggests that its essence lies in the reconfiguration of teachers' roles and the upgrading of their competencies in response to contemporary educational demands,with the in-service stage playing a pivotal role in the cul-tivation process.Current cultivation efforts face multiple systemic dilemmas encompassing four dimensions:cognitive biases and knowledge translation bar-riers among practitioners;disconnect between research and training alongside rigid models;resource scarcity and lack of supportive environments;and dis-torted evaluation systems with poor outcomes transfer.These intertwined constraints significantly impede cultivation effectiveness.To address these dilem-mas,a four-pronged collaborative breakthrough pathway is proposed:"concepts-process-ecosystem-mechanisms".It aims to stimulate intrinsic motiva-tion through conceptual renewal,deepen the integration of research and training through process reconfiguration;solidify supportive environments through ecosystem co-construction;and ensure long-term advancement through institutional innovation.This pathway provides theoretical reference and practical guidance for resolving training dilemmas and optimizing the training system,thereby facilitating the transformation of kindergarten teachers into research-oriented practitioners and empowering high-quality development in early childhood education.关键词
幼儿园教师/教育研究力/路径探索Key words
Kindergarten teachers/Educational research capacity/Pathway exploration分类
社会科学引用本文复制引用
张筱茜,李晨,李兴洲..幼儿园教师教育研究力培养:价值意蕴、现实困境与突破路径[J].继续教育研究,2026,(7):69-76,8.基金项目
国家社会科学基金2024年度教育学一般课题"教育强国背景下农村新生代教师职业韧性发展及支持策略研究"(编号:BHA240097) （编号:BHA240097）
河南省教师教育课程改革研究项目"终身教育视域下幼儿园教师在职学历教育培养现状与评价机制研究"(编号:2025-JSJYYB-151) （编号:2025-JSJYYB-151）
河南省软科学项目"数字化转型背景下河南省职业院校专业群建设与区域产业集群协同发展与实践路径研究"(编号:262400410364) （编号:262400410364）
河南省高等学校青年骨干教师培养计划资助项目"数字化转型背景下高校全程化职业生涯发展与就业指导教育研究"(编号:2025GGJS200). （编号:2025GGJS200）
