学前教育中师幼照护关系的内涵重构与实践启示

Restructuring the Connotation of Teacher-Child Care Relationship in Preschool Education and Its Practical Implications

摘要: 师幼照护关系是学前教育实践中贯穿日常的核心关系，其内涵超越传统的保育与道德关怀，融合了身体体验、情感联结与社会嵌入等多种要素。本研究致力理清学前教育语境下师幼照护关系的核心内涵与特征，厘清其与传统师幼关系的本质差异。在此基础上，深入分析当前研究中师幼照护关系的实践困境与建构逻辑，挖掘影响照护关系建构的关键因素，最终从理念、实践、支持三个层面提出优化师幼照护关系的实践路径。研究旨在丰富学前教育中师幼关系的理论研究体系，厘清照护理论在学前教育领域的应用边界与实践逻辑，为幼儿园日常教育实践中构建有温度、互惠性的师幼照护关系提供文献参考、理论支撑与实践指引。

Abstract: The teacher-child care relationship is a core and daily-pervasive relationship in preschool education practice. Its connotation transcends traditional childcare and moral care, integrating multiple elements such as physical experience, emotional connection and social embeddedness. This study aims to clarify the core connotation and characteristics of the teacher-child care relationship in the context of preschool education, and distinguish its essential differences from the traditional teacher-child relationship. On this basis, it deeply analyzes the practical dilemmas and construction logic of the teacher-child care relationship in current research, and explores the key factors influencing the construction of such a relationship. Finally, practical paths for optimizing the teacher-child care relationship are proposed from three dimensions: ideology, practice and support. The study is intended to enrich the theoretical research system of teacher-child relationships in preschool education, define the application boundaries and practical logic of care theory in the field of preschool education, and provide literature reference, theoretical support and practical guidance for constructing a warm and reciprocal teacher-child care relationship in the daily educational practice of kindergartens.