幼儿园教师教育研究力培养:价值意蕴、现实困境与突破路径OACHSSCD

Against the backdrop of high-quality development in early childhood education,kindergarten teachers' educational research capacity re-presents a core competency for driving professional transformation and bridging educational philosophy with early childhood teaching and care practices.The quality of its cultivation is therefore closely tied to the connotative development of early childhood education.From a reflective and critical perspective,a systematic examination of the key issues surrounding the development of this competency suggests that its essence lies in the reconfiguration of teachers' roles and the upgrading of their competencies in response to contemporary educational demands,with the in-service stage playing a pivotal role in the cul-tivation process.Current cultivation efforts face multiple systemic dilemmas encompassing four dimensions:cognitive biases and knowledge translation bar-riers among practitioners;disconnect between research and training alongside rigid models;resource scarcity and lack of supportive environments;and dis-torted evaluation systems with poor outcomes transfer.These intertwined constraints significantly impede cultivation effectiveness.To address these dilem-mas,a four-pronged collaborative breakthrough pathway is proposed:"concepts-process-ecosystem-mechanisms".It aims to stimulate intrinsic motiva-tion through conceptual renewal,deepen the integration of research and training through process reconfiguration;solidify supportive environments through ecosystem co-construction;and ensure long-term advancement through institutional innovation.This pathway provides theoretical reference and practical guidance for resolving training dilemmas and optimizing the training system,thereby facilitating the transformation of kindergarten teachers into research-oriented practitioners and empowering high-quality development in early childhood education.