幼儿园教师家园沟通胜任力现状与影响因素研究

发布时间：2018-02-03 21:22

本文关键词： 幼儿园教师家园沟通胜任力家园沟通胜任力　出处：《天津师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：幼儿园教师家园沟通胜任力是指幼儿园教师在从事家园沟通工作时,能将绩优的幼儿园教师与绩效平平的幼儿园教师区分开来,由绩优者所表现出来的潜在的、深层次的特征。通过对已有文献的检索发现,已有文献中大部分都是对家园沟通的现状研究,而对于幼儿园教师家园沟通胜任力的研究仅有少量的几篇,且偏向于胜任力模型的建构。对幼儿园教师与家长的沟通胜任力进行研究,有助于丰富家园沟通胜任力的理论,充分发挥教育的整体作用,也有助于教师的专业成长。本研究主要采用问卷法和个案研究法,通过问卷法对当前幼儿园教师家园沟通胜任力的现状和影响因素做全面、系统的分析,通过个案研究法进一步了解现象背后的原因和影响因素的作用机制。研究结果表明,幼儿园教师家园沟通胜任力总体水平相对较高,具体到各维度水平而言,人格特质最高,人际互动排在最末位,技能和认知分别居于第二、三位。就影响因素而言,不同背景的幼儿园教师,家园沟通胜任力水平存在一定的差异。其中,园所性质、有无职称、生育状况对幼儿园教师家园沟通胜任力水平有显著影响。不同年级、不同专业对幼儿园教师家园沟通胜任力水平不存在影响;不同学历的幼儿园教师在人格特质和人际互动水平上存在显著差异;不同教龄幼儿园教师在人格特质维度上存在显著性差异。沟通认知、沟通行为、沟通对象、幼儿园环境等因素都对幼儿园教师家园沟通胜任力存在一定的影响,沟通认知维度下的沟通态度和沟通行为都对幼儿园教师家园沟通胜任力水平四个维度存在影响;沟通行为维度下的沟通频率、沟通内容、沟通方式、沟通技巧都对幼儿园教师家园沟通胜任力水平四个维度存在影响;沟通对象维度下的家长类型、家长文化素质都对幼儿园教师家园沟通胜任力水平的人格特质维度存在影响;幼儿园环境维度下的幼儿园物质环境、幼儿园精神环境、幼儿园制度都对幼儿园教师家园沟通胜任力水平四个维度存在影响。基于此,研究者提出了以下建议:教师要树立正确的角色意识,端正沟通态度;幼儿园教师提升自身的专业发展;通过家长学校等形式,提高家长的家园共育意识和能力;幼儿园提供支持家园沟通的环境和制度。
[Abstract]:The competence of kindergarten teachers' home communication refers to the potential that kindergarten teachers can distinguish the excellent kindergarten teachers from the low performance kindergarten teachers when they are engaged in the work of home communication. Through the retrieval of the existing literature, most of the existing literature is about the current situation of home communication, but there are only a few studies on the competence of kindergarten teachers' home communication. Research on the communication competence of kindergarten teachers and parents is helpful to enrich the theory of home communication competence and give full play to the overall role of education. This study mainly adopts the questionnaire and case study method, through the questionnaire method to the present kindergarten teacher home communication competence present situation and the influence factor to do the comprehensive, systematic analysis. Through the case study method to further understand the causes behind the phenomenon and the action mechanism of the factors. The results show that the overall level of communication competence of kindergarten teachers is relatively high, specific to the level of each dimension. Personality traits are the highest, interpersonal interaction is the lowest, skills and cognition are the second and third respectively. As far as influencing factors are concerned, kindergarten teachers from different backgrounds. There are some differences in the competence level of home communication. Among them, the nature of the garden, the title or not, the fertility status has a significant impact on the level of communication competence of kindergarten teachers. Different grades. Different majors have no influence on the communication competence of kindergarten teachers; There are significant differences in personality traits and interpersonal interaction among kindergarten teachers with different educational background. There are significant differences in personality traits of kindergarten teachers with different teaching age. Communication cognition, communication behavior, communication objects, kindergarten environment and other factors all have a certain impact on the communication competence of kindergarten teachers. The communication attitude and behavior under the communication cognition dimension all have the influence to the kindergarten teacher home communication competence level four dimensions; Communication frequency, communication content, communication methods and communication skills all have an impact on the competence level of kindergarten teachers' home communication. The parents' types and parents' cultural qualities under the communication object dimension all have influence on the personality trait dimension of kindergarten teachers' home communication competence level; The kindergarten material environment, the kindergarten spiritual environment, the kindergarten system under the kindergarten environment dimension all have the influence to the kindergarten teacher home communication competence level four dimensions. Based on this. The researcher puts forward the following suggestions: teachers should set up correct role consciousness and correct communication attitude; Kindergarten teachers improve their professional development; Improve the awareness and ability of parents' home education through parents' schools and other forms; Kindergartens provide a supportive environment and system for home communication.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G616

【相似文献】