学前教师教学韧性的内涵、价值与生成路径研究

Research on the Connotation, Value, and Formation Path of Preschool Teachers’ Teaching Resilience

摘要: 学前教育作为国民教育体系的奠基工程，其质量直接关系到幼儿终身发展与国家教育事业长远规划。学前教师作为学前教育活动的核心实施者，其专业能力与职业稳定性对教育质量起着决定性作用。教学韧性作为学前教师应对职业困境、持续优化教育实践的关键素养，是当前学前教育领域亟待深入研究的重要课题。本文立足学前教育的特殊性，系统解构学前教师教学韧性的核心内涵，围绕“坚定教学信念、增进教学勇气、调适教学行为”三个维度深入阐释其核心价值，并从情感培育、协作支持、社会保障三个层面构建科学可行的生成路径，旨在为学前教师队伍建设提供理论支撑与实践指引，助力学前教育高质量发展。

Abstract: As the foundational project of the national education system, the quality of preschool education is directly related to the lifelong development of young children and the long-term planning of national education. Preschool teachers, as the core implementers of preschool education activities, play a decisive role in educational quality through their professional competence and career stability. Teaching resilience, as a key competency for preschool teachers to cope with professional difficulties and continuously optimize educational practices, is an important topic that urgently needs in-depth research in the field of preschool education. Based on the particularity of preschool education, this article systematically deconstructs the core connotation of preschool teachers’ teaching resilience, deeply explains its core value around the three dimensions of “firm teaching beliefs, enhanced teaching courage, and adjusted teaching behaviors”, and constructs a scientific and feasible generation path from the three levels of emotional cultivation, collaborative support, and social security. The aim is to provide theoretical support and practical guidance for the construction of preschool teacher teams and to facilitate the high-quality development of preschool education.