共生理论视角下幼儿园师幼关系中的教师角色
Teacher-Child Relationship and Teacher Role from the Perspective of Symbiosis Theory

师幼关系是幼儿园教育系统的核心关系，与学前儿童健康发展和学前教育保教质量息息相关。在“共生”成为世界重要取向的时代，良好的师幼关系是幼儿园教师与幼儿两个相互独立、相互依存的共生单元间互动交往而形成的双主体人际关系，更是师幼双方协同进化、共同发展进步的共生型关系。其要求幼儿园教师体现为专业的观察者、平等的对话者、强有力的支持者以及谦虚的学习者角色。
The teacher-child relationship is the core relationship of the kindergarten education system, closely related to the healthy development of preschool children and the quality of preschool education. In the era where “symbiosis” has become an important global orientation, a good teacher-child relationship is a dual subject interpersonal relationship formed by the interaction and interaction between two independent and interdependent symbiotic units of kindergarten teachers and children. It is also a symbiotic relationship in which both teachers and children evolve and develop together. It requires kindergarten teachers to portray themselves as professional observers, equal interlocutors, strong supporters, and humble learners.