积极心理学视角下幼儿教师信息素养的提升策略

Strategies for Enhancing Information Literacy of Preschool Teachers from the Perspective of Positive Psychology

摘要: 教师是教育发展的第一资源。在智能时代教育转型趋势的影响下，幼儿教师信息素养的重要性日益凸显，幼儿教师队伍的核心素养体现着学前教育的整体质量，是幼儿教师专业化和职业化的内在需求，影响着学前教育发展的方向。当前，幼儿教师在信息素养提升问题上仍面临着诸多困境与挑战，仍待探寻专业发展新路径，以应对新形势下时代变革对教师素养的新要求。针对幼儿教师在发展内生动力和外在支持系统方面存在的困扰，从积极的情绪体验、积极的人格特质和积极的社会组织系统三方面，为其探索提升幼儿教师信息素养的策略，其中包括：激发积极的情绪体验，推动自主发展意识形成；培养积极的人格特质，适应新时代角色转换；健全幼儿教师保障机制，营造积极的专业发展氛围。

Abstract: Teachers are the primary resource for educational development. Under the influence of the trend of educational transformation in the era of intelligence, the importance of information literacy for preschool teachers is increasingly prominent. The core literacy of the preschool teacher team reflects the overall quality of preschool education and is an inherent requirement for the professionalization and specialization of preschool teachers, which affects the direction of preschool education development. Currently, preschool teachers still face many difficulties and challenges in improving their information literacy, and there is still a need to explore new paths for professional development to meet the new requirements for teacher literacy in the new era of change. In response to the difficulties faced by preschool teachers in developing endogenous motivation and external support systems based on positive emotional experiences, positive personality traits, and positive social organizational systems, strategies are explored to enhance preschool teachers’ information literacy, including stimulating positive emotional experiences and promoting the formation of autonomous development awareness; cultivating positive personality traits and adapting to the role transition in the new era; establishing a sound guarantee mechanism for preschool teachers and creating a positive atmosphere for professional development.