【摘要】：上世紀后半葉,全美幼教協(xié)會、英國早期兒童教育協(xié)會、澳大利亞早期兒童教育組織等幼教專業(yè)組織先后制訂、出臺和實施了幼兒園教師專業(yè)倫理規(guī)范。品味這三國教師專業(yè)倫理規(guī)范發(fā)現(xiàn):幼教專業(yè)倫理規(guī)范的不可或缺性需要行業(yè)內(nèi)部達成廣泛共識;專業(yè)組織應在其中起到持續(xù)引領作用;規(guī)范文本的內(nèi)容應該直面幼教實踐以利于行動。美、英、澳三國的經(jīng)驗啟示我們:中國學前教育界也應把專業(yè)倫理規(guī)范的制定提到議事日程;專業(yè)組織應該有所作為推動其成;規(guī)范條款要著眼于教師的外顯行為;規(guī)范內(nèi)容要以解決幼兒園教師的行為困惑為基點。
[Abstract]:In the second half of the last century, professional organizations such as the National Association of Preschool Education, the British early Childhood Education Association and the Australian early Childhood Education Organization have formulated, issued and implemented professional ethics norms for kindergarten teachers. Savoring the professional ethical norms of teachers in these three countries, we find that the necessity of professional ethical norms of preschool education needs to reach a broad consensus within the industry, and professional organizations should play a leading role in them. The content of the normative text should be directly faced with the practice of preschool education in order to facilitate action. The experiences of the United States, Britain and Australia enlighten us that the establishment of professional ethical norms should also be put on the agenda in China's preschool education sector, that professional organizations should do something to promote their success, that the regulations should focus on the explicit behavior of teachers, and that the regulations should focus on teachers' explicit behavior. The normative content should be based on solving the behavioral confusion of kindergarten teachers.
【作者單位】： 浙江師范大學杭州幼兒師范學院;
【基金】：教育部人文社科項目“幼兒園教師專業(yè)倫理研究”(11YJA880001) 浙江省哲學社會科學重點項目“幼兒園教師專業(yè)倫理:缺失與生成(11JCJY02Z)的部分成果
【分類號】：G615
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本文編號：2401774