“權(quán)利本位”理念下幼兒教師專業(yè)自主權(quán)研究

“權(quán)利本位”理念下幼兒教師專業(yè)自主權(quán)研究一、本文概述Overviewofthisarticle隨著社會的快速發(fā)展和教育改革的不斷深化，幼兒教師專業(yè)自主權(quán)的問題逐漸受到了廣泛關(guān)注。本文旨在探討“權(quán)利本位”理念下幼兒教師專業(yè)自主權(quán)的內(nèi)涵、現(xiàn)狀及其影響因素，并提出相應(yīng)的提升策略。通過對幼兒教師專業(yè)自主權(quán)的深入研究，以期為提高幼兒教師的專業(yè)素養(yǎng)和教育教學水平，促進幼兒的全面發(fā)展提供理論支持和實踐指導。Withtherapiddevelopmentofsocietyandthecontinuousdeepeningofeducationalreform,theissueofprofessionalautonomyofpreschoolteachershasgraduallyreceivedwidespreadattention.Thisarticleaimstoexploretheconnotation,currentsituation,andinfluencingfactorsofprofessionalautonomyofpreschoolteachersundertheconceptof"rightsfirst",andproposecorrespondingimprovementstrategies.Throughin-depthresearchontheprofessionalautonomyofpreschoolteachers,theaimistoprovidetheoreticalsupportandpracticalguidanceforimprovingtheirprofessionalcompetenceandeducationallevel,andpromotingthecomprehensivedevelopmentofyoungchildren.本文首先界定了“權(quán)利本位”理念下幼兒教師專業(yè)自主權(quán)的基本概念，分析了其內(nèi)涵與外延。在此基礎(chǔ)上，通過文獻綜述和實地調(diào)查，探討了幼兒教師專業(yè)自主權(quán)的現(xiàn)狀及其存在的問題。接著，從政策環(huán)境、幼兒園管理、教師自身素質(zhì)等方面分析了影響幼兒教師專業(yè)自主權(quán)的主要因素。結(jié)合實際情況，提出了提升幼兒教師專業(yè)自主權(quán)的策略和建議，包括完善政策法規(guī)、優(yōu)化幼兒園管理、加強教師培訓等方面。Thisarticlefirstdefinesthebasicconceptofprofessionalautonomyforpreschoolteachersundertheconceptof"rightsfirst",andanalyzesitsconnotationandextension.Onthisbasis,throughliteraturereviewandfieldinvestigation,thecurrentsituationandexistingproblemsofprofessionalautonomyofpreschoolteacherswereexplored.Subsequently,themainfactorsaffectingtheprofessionalautonomyofpreschoolteacherswereanalyzedfromtheperspectivesofpolicyenvironment,kindergartenmanagement,andthequalityofteachersthemselves.Basedontheactualsituation,strategiesandsuggestionshavebeenproposedtoenhancetheprofessionalautonomyofpreschoolteachers,includingimprovingpoliciesandregulations,optimizingkindergartenmanagement,andstrengtheningteachertraining.本文的研究不僅有助于深化對幼兒教師專業(yè)自主權(quán)的認識和理解，而且為提升幼兒教師的專業(yè)素養(yǎng)和教育教學水平提供了有益的思路和方法。本文的研究也有助于推動教育改革的深入發(fā)展，促進幼兒的全面發(fā)展和社會的和諧進步。Thisstudynotonlyhelpstodeepentheunderstandingandcomprehensionoftheprofessionalautonomyofpreschoolteachers,butalsoprovidesusefulideasandmethodsforimprovingtheprofessionalcompetenceandeducationallevelofpreschoolteachers.Theresearchinthisarticlealsohelpstopromotethein-depthdevelopmentofeducationreform,promotethecomprehensivedevelopmentofyoungchildren,andpromotesocialharmonyandprogress.二、文獻綜述Literaturereview“權(quán)利本位”理念源自法學領(lǐng)域，其核心在于強調(diào)個體權(quán)利的優(yōu)先性和基礎(chǔ)性。在幼兒教育領(lǐng)域，這一理念逐漸被引入并應(yīng)用于教師專業(yè)自主權(quán)的研究中。隨著教育改革的深入，越來越多的學者開始關(guān)注幼兒教師專業(yè)自主權(quán)的問題，以期提升教師的職業(yè)素養(yǎng)和教育質(zhì)量。Theconceptof"rightsfirst"originatesfromthefieldoflaw,anditscoreliesinemphasizingthepriorityandfoundationalnatureofindividualrights.Inthefieldofearlychildhoodeducation,thisconcepthasgraduallybeenintroducedandappliedtothestudyofteacherprofessionalautonomy.Withthedeepeningofeducationreform,moreandmorescholarsarepayingattentiontotheissueofprofessionalautonomyofpreschoolteachers,inordertoimprovetheirprofessionalcompetenceandeducationalquality.國內(nèi)外學者對于幼兒教師專業(yè)自主權(quán)的研究主要集中在以下幾個方面：一是教師專業(yè)自主權(quán)的內(nèi)涵與外延，即教師專業(yè)自主權(quán)的定義、范圍及其與教育質(zhì)量的關(guān)系；二是教師專業(yè)自主權(quán)的實現(xiàn)條件與保障機制，即如何為教師提供專業(yè)自主權(quán)提供制度支持和環(huán)境保障；三是教師專業(yè)自主權(quán)與教師職業(yè)發(fā)展的關(guān)系，即教師專業(yè)自主權(quán)如何促進教師的職業(yè)成長和專業(yè)發(fā)展。Theresearchonprofessionalautonomyofpreschoolteachersbydomesticandforeignscholarsmainlyfocusesonthefollowingaspects:firstly,theconnotationandextensionofteacherprofessionalautonomy,namelythedefinition,scope,andrelationshipwitheducationalqualityofteacherprofessionalautonomy;Thesecondistheconditionsandguaranteemechanismfortherealizationofteacherprofessionalautonomy,thatis,howtoprovideinstitutionalsupportandenvironmentalprotectionforteacherprofessionalautonomy;Thethirdistherelationshipbetweenteacherprofessionalautonomyandteachercareerdevelopment,thatis,howteacherprofessionalautonomypromotesteachercareergrowthanddevelopment.在“權(quán)利本位”理念下，幼兒教師專業(yè)自主權(quán)被賦予了更加重要的意義。學者們普遍認為，賦予教師更多的專業(yè)自主權(quán)，不僅能夠激發(fā)教師的工作熱情和創(chuàng)造力，還能提高教育質(zhì)量，促進幼兒的全面發(fā)展。也有學者指出，在強調(diào)教師專業(yè)自主權(quán)的也需要關(guān)注教師的職業(yè)道德和專業(yè)素養(yǎng)的提升，以確保教育公平和教育質(zhì)量的提升。Undertheconceptof"rightsbased",theprofessionalautonomyofpreschoolteachershasbeengivengreatersignificance.Scholarsgenerallybelievethatgivingteachersmoreprofessionalautonomycannotonlystimulatetheirworkenthusiasmandcreativity,butalsoimprovethequalityofeducationandpromotethecomprehensivedevelopmentofyoungchildren.Somescholarshavealsopointedoutthatwhileemphasizingtheautonomyofteachersintheirprofession,attentionshouldalsobepaidtotheimprovementoftheirprofessionalethicsandqualities,inordertoensureeducationalequityandqualityimprovement.幼兒教師專業(yè)自主權(quán)的研究已經(jīng)取得了一定的成果，但仍存在一些問題和不足。未來，我們需要在“權(quán)利本位”理念的指導下，進一步深入研究幼兒教師專業(yè)自主權(quán)的內(nèi)涵、實現(xiàn)條件與保障機制，以推動幼兒教育的改革與發(fā)展。Theresearchonprofessionalautonomyofpreschoolteachershasachievedcertainresults,buttherearestillsomeproblemsandshortcomings.Inthefuture,weneedtofurtherstudytheconnotation,implementationconditions,andguaranteemechanismsofprofessionalautonomyofpreschoolteachersundertheguidanceofthe"rightsbased"concept,inordertopromotethereformanddevelopmentofpreschooleducation.三、理論框架Theoreticalframework“權(quán)利本位”理念源于法學領(lǐng)域，強調(diào)個體權(quán)利的優(yōu)先性和基礎(chǔ)地位。在教育領(lǐng)域，尤其是幼兒教育階段，這一理念要求尊重和保護幼兒教師的專業(yè)自主權(quán)，以促進其專業(yè)成長和提高教育質(zhì)量。本文將從權(quán)利本位的視角出發(fā)，探討幼兒教師專業(yè)自主權(quán)的內(nèi)涵、理論基礎(chǔ)及其實踐意義。Theconceptof"rightsfirst"originatesfromthefieldoflaw,emphasizingthepriorityandfundamentalstatusofindividualrights.Inthefieldofeducation,especiallyintheearlychildhoodeducationstage,thisconceptrequiresrespectandprotectionoftheprofessionalautonomyofearlychildhoodteacherstopromotetheirprofessionalgrowthandimprovethequalityofeducation.Thisarticlewillexploretheconnotation,theoreticalbasis,andpracticalsignificanceofprofessionalautonomyofpreschoolteachersfromarightsbasedperspective.幼兒教師專業(yè)自主權(quán)的內(nèi)涵是指教師在教育教學過程中享有的獨立決策和行動的權(quán)利。這包括教學內(nèi)容的選擇、教學方法的運用、教育評價的開展等方面。在這一框架下，幼兒教師不僅是教育政策的執(zhí)行者，更是教育改革的參與者和推動者。Theconnotationofprofessionalautonomyofpreschoolteachersreferstotheindependentdecision-makingandactionrightsenjoyedbyteachersintheprocessofeducationandteaching.Thisincludestheselectionofteachingcontent,theapplicationofteachingmethods,andthedevelopmentofeducationalevaluation.Underthisframework,preschoolteachersarenotonlyimplementersofeducationalpolicies,butalsoparticipantsandpromotersofeducationalreform.幼兒教師專業(yè)自主權(quán)的理論基礎(chǔ)主要包括教育法律法規(guī)、教師專業(yè)發(fā)展理論以及兒童發(fā)展理論。教育法律法規(guī)為教師專業(yè)自主權(quán)提供了法律保障，明確了教師的權(quán)利和義務(wù)。教師專業(yè)發(fā)展理論則強調(diào)教師通過自我反思、持續(xù)學習等方式提升專業(yè)素養(yǎng)，進而更好地行使專業(yè)自主權(quán)。兒童發(fā)展理論則指導教師在教育教學過程中尊重兒童的主體地位，促進兒童的全面發(fā)展。Thetheoreticalbasisfortheprofessionalautonomyofpreschoolteachersmainlyincludeseducationallawsandregulations,teacherprofessionaldevelopmenttheory,andchilddevelopmenttheory.Educationlawsandregulationsprovidelegalprotectionfortheprofessionalautonomyofteachers,clarifyingtheirrightsandobligations.Thetheoryofteacherprofessionaldevelopmentemphasizesthatteacherscanenhancetheirprofessionalcompetencethroughselfreflection,continuouslearning,andothermeans,inordertobetterexerciseprofessionalautonomy.Thetheoryofchilddevelopmentguidesteacherstorespectthesubjectstatusofchildrenandpromotetheircomprehensivedevelopmentintheprocessofeducationandteaching.實踐意義上，尊重和保護幼兒教師專業(yè)自主權(quán)有助于提高教師的職業(yè)認同感和工作積極性，促進教師的專業(yè)成長。也有助于提高教育質(zhì)量，滿足幼兒多樣化的學習需求。在權(quán)利本位的理念下，構(gòu)建良好的教育生態(tài)環(huán)境，讓教師在專業(yè)自主權(quán)的行使中實現(xiàn)自我價值，推動幼兒教育的持續(xù)發(fā)展和創(chuàng)新。Inpracticalterms,respectingandprotectingtheprofessionalautonomyofpreschoolteacherscanhelpimprovetheirprofessionalidentityandworkenthusiasm,andpromotetheirprofessionalgrowth.Italsohelpstoimprovethequalityofeducationandmeetthediverselearningneedsofyoungchildren.Undertheconceptofrightsbasededucation,buildingagoodeducationalecologicalenvironmentallowsteacherstorealizetheirself-worthintheexerciseofprofessionalautonomy,andpromotesthesustainabledevelopmentandinnovationofearlychildhoodeducation.四、研究方法Researchmethods本研究采用定性與定量相結(jié)合的研究方法，對幼兒教師專業(yè)自主權(quán)的現(xiàn)狀進行深入剖析。通過文獻分析法，系統(tǒng)梳理國內(nèi)外關(guān)于幼兒教師專業(yè)自主權(quán)的相關(guān)研究，為本文提供理論支撐和研究背景。運用問卷調(diào)查法，以全國范圍內(nèi)的幼兒園教師為樣本，了解其專業(yè)自主權(quán)的實際狀況，包括專業(yè)決策、專業(yè)發(fā)展、專業(yè)實踐等方面的情況。結(jié)合訪談法，選取部分教師進行深度訪談，進一步了解他們在專業(yè)自主權(quán)方面的真實感受和需求。本研究還采用觀察法，對幼兒園教師的教學實踐進行觀察，以了解其在專業(yè)自主權(quán)方面的實際運用情況。Thisstudyadoptsacombinationofqualitativeandquantitativeresearchmethodstodeeplyanalyzethecurrentsituationofprofessionalautonomyofpreschoolteachers.Throughliteratureanalysis,thisstudysystematicallyreviewsrelevantresearchonprofessionalautonomyofpreschoolteachersbothdomesticallyandinternationally,providingtheoreticalsupportandresearchbackgroundforthisarticle.Usingaquestionnairesurveymethod,thisstudytakeskindergartenteachersnationwideassamplestounderstandtheactualsituationoftheirprofessionalautonomy,includingprofessionaldecision-making,professionaldevelopment,professionalpractice,andotheraspects.Usinginterviewmethods,selectsometeachersforin-depthinterviewstofurtherunderstandtheirtruefeelingsandneedsintermsofprofessionalautonomy.Thisstudyalsoadoptedanobservationmethodtoobservetheteachingpracticeofkindergartenteachers,inordertounderstandtheirpracticalapplicationinprofessionalautonomy.在數(shù)據(jù)分析方面，本研究采用SPSS等統(tǒng)計軟件對問卷調(diào)查數(shù)據(jù)進行處理和分析，包括描述性統(tǒng)計、相關(guān)性分析、回歸分析等，以揭示幼兒教師專業(yè)自主權(quán)的現(xiàn)狀及其影響因素。對訪談和觀察所得的資料進行整理和分析，提取關(guān)鍵信息，以豐富和補充問卷調(diào)查的結(jié)果。Intermsofdataanalysis,thisstudyusedstatisticalsoftwaresuchasSPSStoprocessandanalyzequestionnairesurveydata,includingdescriptivestatistics,correlationanalysis,regressionanalysis,etc.,torevealthecurrentsituationandinfluencingfactorsofprofessionalautonomyofpreschoolteachers.Organizeandanalyzethedataobtainedfrominterviewsandobservations,extractkeyinformationtoenrichandsupplementtheresultsofthequestionnairesurvey.通過綜合運用以上研究方法，本研究旨在全面、深入地了解幼兒教師專業(yè)自主權(quán)的現(xiàn)狀及其影響因素，為提升幼兒教師的專業(yè)地位和促進其專業(yè)發(fā)展提供科學依據(jù)。Bycomprehensivelyapplyingtheaboveresearchmethods,thisstudyaimstocomprehensivelyanddeeplyunderstandthecurrentsituationandinfluencingfactorsofprofessionalautonomyofpreschoolteachers,andprovidescientificbasisforimprovingtheirprofessionalstatusandpromotingtheirprofessionaldevelopment.五、研究結(jié)果Researchresults本研究以“權(quán)利本位”理念為框架，深入探討了幼兒教師專業(yè)自主權(quán)的問題。通過問卷調(diào)查、訪談和實地觀察等多種方法，我們獲得了豐富的數(shù)據(jù)和深入的洞察，現(xiàn)將研究結(jié)果整理如下。Thisstudytakestheconceptof"rightsfirst"astheframeworkanddelvesintotheissueofprofessionalautonomyofpreschoolteachers.Throughvariousmethodssuchasquestionnairesurveys,interviews,andfieldobservations,wehaveobtainedrichdataandin-depthinsights.Theresearchresultsarenowsummarizedasfollows.在幼兒教師的專業(yè)自主權(quán)認知方面，大部分教師對于專業(yè)自主權(quán)有較為清晰的認識，認為其包括教學決策權(quán)、學術(shù)研究權(quán)、進修培訓權(quán)等多個方面。然而，也有一部分教師對于專業(yè)自主權(quán)的理解較為模糊，認為其僅僅是教學上的自主權(quán)。Intermsofprofessionalautonomyawarenessamongpreschoolteachers,mostteachershaveaclearunderstandingofprofessionalautonomy,includingteachingdecision-makingpower,academicresearchpower,andfurthereducationandtrainingpower.However,therearealsosometeacherswhohaveavagueunderstandingofprofessionalautonomy,believingthatitisonlyautonomyinteaching.在幼兒教師專業(yè)自主權(quán)的行使情況上，我們發(fā)現(xiàn)雖然大部分教師都希望能夠擁有更多的專業(yè)自主權(quán)，但在實際操作中，由于種種原因，如園所管理、家長壓力等，他們的專業(yè)自主權(quán)并未得到充分的發(fā)揮。尤其是在課程設(shè)置、教學方法選擇等方面，教師的自主權(quán)受到較大的限制。Intheexerciseofprofessionalautonomyamongpreschoolteachers,wefoundthatalthoughmostteachershopetohavemoreprofessionalautonomy,theirprofessionalautonomyhasnotbeenfullyutilizedinpracticaloperationsduetovariousreasonssuchaskindergartenmanagementandparentalpressure.Especiallyintermsofcurriculumdesignandteachingmethodselection,theautonomyofteachersisgreatlyrestricted.再次，本研究還發(fā)現(xiàn)，幼兒教師的專業(yè)自主權(quán)與其職業(yè)滿意度、職業(yè)發(fā)展等密切相關(guān)。那些擁有更多專業(yè)自主權(quán)的教師，往往具有更高的職業(yè)滿意度和更強的職業(yè)發(fā)展動力。相反，那些專業(yè)自主權(quán)受到限制的教師，往往感到職業(yè)倦怠，缺乏進一步發(fā)展的動力。Again,thisstudyalsofoundthattheprofessionalautonomyofpreschoolteachersiscloselyrelatedtotheirjobsatisfaction,careerdevelopment,andotherfactors.Teacherswhohavemoreprofessionalautonomyoftenhavehighercareersatisfactionandstrongercareerdevelopmentmotivation.Onthecontrary,teacherswhoseprofessionalautonomyislimitedoftenfeelprofessionalburnoutandlackmotivationforfurtherdevelopment.本研究還發(fā)現(xiàn)，幼兒教師專業(yè)自主權(quán)的實現(xiàn)受到多種因素的影響，包括園所管理、政策支持、社會環(huán)境等。為了保障幼兒教師的專業(yè)自主權(quán)，我們需要從多個層面進行努力，如完善相關(guān)政策法規(guī)、提升園所管理水平、營造良好的社會環(huán)境等。Thisstudyalsofoundthattherealizationofprofessionalautonomyofpreschoolteachersisinfluencedbyvariousfactors,includingkindergartenmanagement,policysupport,socialenvironment,etc.Inordertoensuretheprofessionalautonomyofpreschoolteachers,weneedtomakeeffortsfrommultiplelevels,suchasimprovingrelevantpoliciesandregulations,enhancingthemanagementlevelofkindergartens,andcreatingagoodsocialenvironment.本研究發(fā)現(xiàn)幼兒教師專業(yè)自主權(quán)的實現(xiàn)面臨著諸多挑戰(zhàn)和限制，但同時也看到了改善的可能性和希望。我們期待未來能夠通過更多的努力和實踐，讓每一位幼兒教師都能夠擁有更多的專業(yè)自主權(quán)，從而更好地促進幼兒的全面發(fā)展。Thisstudyfoundthattherealizationofprofessionalautonomyforpreschoolteachersfacesmanychallengesandlimitations,butatthesametime,italsoseesthepossibilityandhopeforimprovement.Wehopethatinthefuture,throughmoreeffortsandpractice,everypreschoolteachercanhavemoreprofessionalautonomy,soastobetterpromotethecomprehensivedevelopmentofyoungchildren.六、討論與啟示Discussionandinspiration在討論幼兒教師專業(yè)自主權(quán)時，我們必須首先認識到，這一權(quán)利并非無邊界的。它需要在尊重教育規(guī)律、保障兒童權(quán)益、維護教育公平等多重目標之間進行平衡。在這個過程中，“權(quán)利本位”理念為我們提供了一個重要的視角，即教師的專業(yè)自主權(quán)應(yīng)當被視為一種基本的權(quán)利，而不是一種特權(quán)或恩賜。Whendiscussingtheprofessionalautonomyofpreschoolteachers,wemustfirstrecognizethatthisrightisnotboundless.Itneedstobalancemultiplegoalssuchasrespectingeducationallaws,protectingchildren'srights,andmaintainingeducationalequity.Inthisprocess,theconceptof"rightsfirst"providesuswithanimportantperspectivethattheprofessionalautonomyofteachersshouldberegardedasafundamentalright,ratherthanaprivilegeorgift.然而，這種權(quán)利的行使并不是孤立的，它需要在實踐中不斷地與各種社會、文化和教育因素進行互動和對話。例如，幼兒教師的專業(yè)自主權(quán)可能受到來自家長、學校管理者、教育政策等多種因素的影響。因此，如何在這些復雜的社會關(guān)系中維護和行使自己的專業(yè)自主權(quán)，成為幼兒教師面臨的一個重要挑戰(zhàn)。However,theexerciseofthisrightisnotisolated,itrequirescontinuousinteractionanddialoguewithvarioussocial,cultural,andeducationalfactorsinpractice.Forexample,theprofessionalautonomyofpreschoolteachersmaybeinfluencedbyvariousfactorssuchasparents,schooladministrators,andeducationalpolicies.Therefore,howtomaintainandexerciseprofessionalautonomyinthesecomplexsocialrelationshipshasbecomeanimportantchallengeforpreschoolteachers.我們還應(yīng)該看到，幼兒教師的專業(yè)自主權(quán)并不是一種靜態(tài)的存在，而是一種動態(tài)的發(fā)展過程。隨著教育理念的更新和教育實踐的發(fā)展，幼兒教師的專業(yè)自主權(quán)也會不斷地得到擴展和深化。因此，我們需要不斷地反思和審視現(xiàn)有的教育制度和實踐，以便為幼兒教師的專業(yè)自主權(quán)提供更加堅實的社會和制度保障。Weshouldalsoseethattheprofessionalautonomyofpreschoolteachersisnotastaticexistence,butadynamicdevelopmentprocess.Withtheupdatingofeducationalconceptsandthedevelopmentofeducationalpractices,theprofessionalautonomyofpreschoolteacherswillcontinuetoexpandanddeepen.Therefore,weneedtoconstantlyreflectandexaminetheexistingeducationsystemandpracticesinordertoprovideamoresolidsocialandinstitutionalguaranteefortheprofessionalautonomyofpreschoolteachers.從“權(quán)利本位”理念出發(fā)，我們可以得到一些重要的啟示。我們應(yīng)該尊重和保護幼兒教師的專業(yè)自主權(quán)，因為這是他們履行職責、實現(xiàn)教育目標的重要前提。我們應(yīng)該為幼兒教師提供更多的專業(yè)發(fā)展和培訓機會，以幫助他們提升專業(yè)素養(yǎng)和能力，從而更好地行使自己的專業(yè)自主權(quán)。我們應(yīng)該建立更加開放和包容的教育環(huán)境，鼓勵和支持幼兒教師在實踐中不斷地探索和創(chuàng)新，以實現(xiàn)教育質(zhì)量的不斷提升。Startingfromtheconceptof"rightsfirst",wecangainsomeimportantinsights.Weshouldrespectandprotecttheprofessionalautonomyofpreschoolteachers,asthisisanimportantprerequisiteforthemtofulfilltheirresponsibilitiesandachieveeducationalgoals.Weshouldprovidemoreprofessionaldevelopmentandtrainingopportunitiesforpreschoolteacherstohelpthemimprovetheirprofessionalliteracyandabilities,soastobetterexercisetheirprofessionalautonomy.Weshouldestablishamoreopenandinclusiveeducationalenvironment,encourageandsupportpreschoolteacherstoconstantlyexploreandinnovateinpractice,inordertoachievecontinuousimprovementineducationalquality.七、結(jié)論與展望ConclusionandOutlook隨著教育改革的深入和“權(quán)利本位”理念的普及，幼兒教師專業(yè)自主權(quán)的研究顯得愈發(fā)重要。本研究通過深入剖析“權(quán)利本位”理念下幼兒教師專業(yè)自主權(quán)的內(nèi)涵、現(xiàn)狀及其影響因素，旨在提升幼兒教師的職業(yè)素養(yǎng)和教育教學質(zhì)量。Withthedeepeningofeducationreformandthepopularizationofthe"rightsbased"concept,theresearchontheprofessionalautonomyofpreschoolteachershasbecomeincreasinglyimportant.Thisstudyaimstoenhancetheprofessionalcompetenceandteachingqualityofpreschoolteachersbydeeplyanalyzingtheconnotation,currentsituation,andinfluencingfactorsofprofessionalautonomyofpreschoolteachersundertheconceptof"rightsfirst".結(jié)論部分，研究發(fā)現(xiàn)，“權(quán)利本位”理念下，幼兒教師專業(yè)自主權(quán)的實現(xiàn)受到多種因素的影響，包括教師自身素質(zhì)、教育政策、園所管理、家長認知等。在此基礎(chǔ)上，本研究提出了促進幼兒教師專業(yè)自主權(quán)實現(xiàn)的策略，包括提升教師職業(yè)素養(yǎng)、完善教育政策、優(yōu)化園所管理、增強家長認知等。這些策略的實施將有助于提升幼兒教師的專業(yè)自主權(quán)，進一步推動幼兒教育的優(yōu)質(zhì)發(fā)展。Intheconclusionsection,thestudyfoundthatundertheconceptof"rightsbased",therealizationofprofessionalautonomyofpreschoolteachersisinfluencedbyvariousfactors,includingteacher'sownquality,educationalpolicies,kind