学前教育“内生型”人才培养的理论逻辑与实践路径

中图分类号：G642 文献标识码：A DOI：10.16400/j.cnki.kjdk.2026.8.033

Theoretical Logic and Practical Pathways ofEndogenous TalentDevelopmentin Preschool Education

TAO Yinyin

（Nantong Normal College，Nantong， Jiangsu ）

AbstractDrivenby the strategic goal of"High-Quality Early Childhood EducationforAll"andthe policy guidance ofthe "Strengthening Teachers Initiative"，the cultivation of earlychildhood education professionals in Chinais transitioning from extensive scale expansion to a core phase of connotative quality enhancement. Constructing an endogenous training modelhas become acrucialpathway for promoting teachers' profesional self-development，with its coreobjective being to stimulate educators'sustained professionalconsciousnessand internal motivation.This paper systematically elaborates the theoretical logic behind this paradigm shift—from the philosophical foundations of lifelong learning to the methodological evolution of action learming一and provides a critical analysis of the strengths and limitations offour current practical models.Research indicates that through mechanism designs emphasizing "reflective practice"and"collaborativesymbiosis"，itis possible toeffectivelyshorten theprofessional growthcycleof teachers，thereby ofering theoretical references and practical insights for deepening the reform of student teacher cultivationin early childhood education.

Keywordsearlychildhood education;endogenous raining; teacher professionaldevelopment;studentachercultivation

近年来，我国学前教育师资培养体系在顶层设计的驱动下进入系统性重构与内涵深化的关键阶段。（剩余4513字）