角色理论视域下我国托育教师专业身份重构研究*——基于新加坡2023版《婴幼儿培育框架》的启示

刘海; 颜绍英

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教育与教学研究 ›› 2026, Vol. 40 ›› Issue (7) : 86-100.

教师教育

角色理论视域下我国托育教师专业身份重构研究^*——基于新加坡2023版《婴幼儿培育框架》的启示

刘海, 颜绍英

作者信息 +

A Study on the Reconstruction of the Professional Identity ofEarly Childhood Educators in China from the Perspective of Role Theory—Insights from Singapore′s Early Years Development Framework(EYDF 2023)

Liu Hai, Yan Shaoying

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摘要

近年来,我国逐步构建了托育服务发展框架,为托育教师的专业成长指明了方向。然而,托育教师角色建构层面的系统性支持仍显不足,托育教师的专业角色定位不明与身份认同受限是制约我国托育服务质量提升的重要原因,其深层症结在于教师角色期望模糊、专业赋能缺失、反思机制薄弱与家园协同不足。角色理论视域下,基于新加坡2023版《婴幼儿培育框架》的“深思熟虑的规划者—积极回应的引导者—反思性实践者—协作的伙伴”整合角色模型,结合中国教育实践,可以系统构建我国托幼课程规划、教学实施、专业反思与家园协同联动的动态体系。重构我国托育教师专业角色的四条路径为:明晰角色期望,构建发展适宜性的教师角色标准体系;化解“引导—自主”的角色张力,建立以观察为核心的专业赋能体系;内化角色认同,培育嵌入实践的批判性反思共同体;确立协同者角色与系统功能,构建“家—园—社”制度化协同支持生态。

Abstract

In recent years,China has gradually established an institutional framework for the development of childcare services,providing cleardirections for the professional growth of teachers.However,systematic supportfor the role construction of childcare teachers in China remains inadequate.Theunclear definition of professional roles and the constrained professional identity of early childhood educators are significant factors undermining the qualityof early childhood education and care services in China.The underlying issuesstem from ambiguous role expectations, a lack of professional empowerment,weakmechanisms for reflection,and insufficient family-kindergarten collaboration. This study,grounded in role theory,examines the integrated role model presentedin Singapore′s Early Years Development Framework(EYDF 2023),which conceptualizes the educator as a ″thoughtful planner-responsive facilitator-reflective practitioner-collaborative partner″.By connecting this model with the realitiesof Chinese educational practice,this article systematically constructs a dynamicsystem linking curriculum planning,instructional implementation,professional reflection,and family-kindergarten collaboration within the Chinese context.Based on this analysis,the article proposes four pathways for reconstructing the professional role of early childhood educators in China:clarifying role expectations to establish a developmentally appropriate system of teacher role standards;resolving the ″guidance-autonomy″ role tension,building a system of professional empowerment centered on observation;internalizing role identity,fosteringa community of critical reflection embedded in practice;and formalizing the role of collaborator and systemic functions to establish an institutionalized,collaborative support ecosystem involving families,kindergartens,and the community.

导出引用

刘海, 颜绍英. 角色理论视域下我国托育教师专业身份重构研究^*——基于新加坡2023版《婴幼儿培育框架》的启示[J]. 教育与教学研究. 2026, 40(7): 86-100

Liu Hai, Yan Shaoying. A Study on the Reconstruction of the Professional Identity ofEarly Childhood Educators in China from the Perspective of Role Theory—Insights from Singapore′s Early Years Development Framework(EYDF 2023)[J]. Education and Teaching Research. 2026, 40(7): 86-100

中图分类号： G615

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