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在三维叙事探究空间中动态性地展现三位幼儿园新手男教师性别弹性塑造过程，挖掘其内隐性与独特性，并基于“实践-反思教育学”的基本内涵与观点，聚焦新手男教师如何“看待”与“做出”性别气质，及其二者的动态递进过程。研究发现，三位新手男教师的性别弹性塑造历经不同发展阶段，并呈现“以知带行、刚中添柔”“外部激发、以刚补柔”“认知顿悟、刚柔并济”的不同特征。宏观语境、幼儿园场域、重要他人等多种因素共同影响着幼儿园新手男教师性别弹性的塑造过程。本研究希冀为具有相似经历的教师提供现实参照与情感共鸣，为幼儿园男教师及职业性别研究的国际交流与对话贡献更多中国经验与思考。
Abstract：Using the three-dimensional narrative inquiry space, this study dynamically explores the process through which three novice male kindergarten teachers developed gender flexibility. The paper focuses on how these novice male teachers both “perceive” and “enact” gender within kindergarten settings, following the basic connotation and viewpoints of “Praxis-Reflection Educology(PRE)”. The study has found that the shaping of gender flexibility of the three novice male teachers has gone through different stages of development, it shows different personal characteristics of “adding feminine characteristics to by taking action with reflection”, “supplementing feminine characteristics with masculine characteristics by external stimulations” and “Cognitive insight, combining masculine and feminine characteristic through cognitive enlightenment”. Macro-context, kindergarten environment, significant others jointly affect the shaping of gender flexibility of novice male kindergarten teachers. It is expected to provide realistic reference and emotional resonance for teachers with similar experiences, while also contributing Chinese perspectives to international dialogue on male kindergarten teachers and gender studies in education.
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基本信息:
中图分类号:G615
引用信息:
[1]沙莉,万皓旻,魏戈.基于“实践-反思”的性别弹性塑造——一项关于幼儿园新手男教师的叙事探究[J].全球教育展望,2026,55(02):96-110.
基金信息:
北京市社会科学基金规划项目“匹配适龄人口变动的北京市基础教育师资跨学段贯通配置研究”(项目编号：25BJ03107)的阶段性成果
2026-02-13
2026-02-13