课程故事赋能教师专业成长的研赛学体系构建

Curriculum Stories Empowering Teachers’ Professional Growth Based on the “Research-Competition-Learning” System

摘要: 课程故事是教师以叙事方式记录幼儿园课程实践中的真实事件、亲身经历与教育感悟，兼具故事性、探究性与反思性的教育文本，是教师观察幼儿、解读课程、反思教学的重要载体。本研究针对幼儿园教研碎片化、教师专业发展动力不足、课程故事撰写质量不高等现实问题，紧扣《3~6岁儿童学习与发展指南》《中华人民共和国学前教育法》等要求，以课程故事为核心赋能载体，创新构建“研–赛–学”一体化教研体系，将课程故事的挖掘、梳理、优化深度融入教研引领、赛事驱动、学习赋能全流程，结合班本课程实践破解县域教师课程故事撰写、教育反思、专业提升等痛点。实践证明，该体系有效推动幼儿教师从“经验型”向“专业型”转变，显著提升教师观察、反思、课程设计与资源整合能力，形成可复制、可推广的幼儿教师专业成长模式，为学前教育教师队伍建设与课程高质量发展提供实践参考。

Abstract: Curriculum stories are educational texts through which teachers record real events, personal experiences and educational insights in kindergarten curriculum practices in a narrative way. With the features of narrativeness, inquiry and reflectiveness, they act as an important carrier for teachers to observe young children, interpret the curriculum and reflect on teaching practices. Aiming at practical problems in kindergartens such as fragmented teaching and research activities, insufficient motivation for teachers’ professional development, and low-quality curriculum story writing, this study follows the requirements of “Guidelines for the Learning and Development of Children Aged 3~6” and “Preschool Education Law of the People’s Republic of China”. Taking curriculum stories as the core empowering carrier, the study innovatively constructs an integrated “Research-Competition-Learning” teaching and research system. This system deeply integrates the exploration, sorting and optimization of curriculum stories into the whole process of research guidance, competition-driven motivation and learning empowerment. Combined with class-based curriculum practices, it resolves the pain points of teachers in curriculum story writing, educational reflection and professional improvement. Practices have proved that the system effectively promotes the transformation of early childhood teachers from “experience-based” to “professional”, significantly improves their abilities in observation, reflection, curriculum design and resource integration, and forms a replicable and promotable professional growth model for early childhood teachers. It also provides practical references for the construction of the preschool teaching staff and the high-quality development of the curriculum.