幼儿园教师自我效能感对班级情绪氛围的影响

发布时间：2019-02-27 20:06

【摘要】：教师的自我效能感与教育活动中的教育行为和教学有效性密切相关。大量先行研究发现,自我效能感较高的教师在教育活动中能够更加有效地解决问题,体现出更为积极的教学行为和更高的教学有效性。一个良好的班级情绪氛围也有助于幼儿社会情绪能力发展和学业水平的提高,有助于提高师幼关系的质量和教学有效性。本研究主要探讨幼儿园教师自我效能感与班级情绪氛围之间的关系。本研究运用教师自我效能感问卷(Teachers’Sense of Efficacy Scale)对132位幼儿园教师的自我效能感进行测量,按照总分排序后选择得分最高的15名教师和最低的15名教师组成高自我效能组和低自我效能感组。将班级评估系统(Classroom Assessment Scoring System,CLASS)中情感支持与班级管理两个维度作为评价幼儿园班级情绪氛围的指标,对15位高自我效能感教师和15位低自我效能感教师的班级情绪氛围情况进行观察与评价。通过量性研究的方式揭示教师自我效能感与班级情绪氛围之间的关系,研究发现:(1)幼儿园教师的自我效能感与班级情绪氛围呈正相关,自我效能感越高的教师营造的班级情绪氛围越好;(2)不同水平自我效能感教师在创设班级情绪氛围的过程中表现出不同的行为特点;其不同在情感支持与班级管理的各个方面都有表现。基于幼儿园教师自我效能感与班级情绪氛围之间的相关关系,本研究通过质性分析进一步论证了高效能感组和低效能感组教师营造班级情绪氛围的行为特征,结果表明,高效能感组的教师能更加敏感地关注幼儿的需求和问题,能通过表情、语言和肢体语言等方式营造积极的情绪氛围;能通过示范和正面强化的方式开展班级管理;而低效能感组的教师其语言、表情和行为均比较消极,无法为幼儿提供必要的情感支持且缺乏行为管理意识和有效的策略。对高效能感组和低效能感组教师行为特征的分析,为幼儿园教师改善班级管理与情感支持方面的教学有效性提供了实践方面的借鉴,进而促进儿童发展。
[Abstract]:Teachers' sense of self-efficacy is closely related to educational behavior and teaching effectiveness in educational activities. A large number of previous studies have found that teachers with a higher sense of self-efficacy can solve problems more effectively in educational activities, showing more positive teaching behavior and higher teaching effectiveness. A good emotional atmosphere in class also contributes to the development of children's social emotional ability and the improvement of their academic level. It also helps to improve the quality of teacher-child relationship and the effectiveness of teaching. This study mainly discusses the relationship between kindergarten teachers' self-efficacy and class emotional atmosphere. In this study, the self-efficacy of 132 kindergarten teachers was measured by using the teacher self-efficacy questionnaire (Teachers'Sense of Efficacy Scale). According to the total score, 15 teachers with the highest scores and 15 teachers with the lowest scores were selected to form high self-efficacy group and low self-efficacy group. The two dimensions of emotional support and class management in class evaluation system (Classroom Assessment Scoring System,CLASS) are taken as the indexes to evaluate the emotional atmosphere of kindergarten class. The emotional atmosphere of 15 teachers with high self-efficacy and 15 with low self-efficacy was observed and evaluated. The relationship between teachers' self-efficacy and class emotional atmosphere was revealed by quantitative study. It was found that: (1) there was a positive correlation between teachers' self-efficacy and class emotional atmosphere; The higher the self-efficacy of teachers, the better the emotional atmosphere of the class; (2) the teachers with different levels of self-efficacy show different behavior characteristics in the process of creating the emotional atmosphere in the class, and their differences are expressed in all aspects of emotional support and class management. 2) the teachers with different levels of self-efficacy show different behavior characteristics in the process of creating the emotional atmosphere in the class. Based on the correlation between kindergarten teachers' self-efficacy and class emotional atmosphere, this study further demonstrates the behavioral characteristics of teachers in high-efficiency and low-performance groups to create class emotional atmosphere through qualitative analysis. The results show that: The teachers in the high-performance group can pay more attention to the needs and problems of children, and can create a positive emotional atmosphere through expression, language and body language. Class management can be carried out through demonstration and positive reinforcement, while teachers in the low performance group have negative language, expression and behavior, unable to provide the necessary emotional support for young children, and lack of awareness of behavior management and effective strategies. The analysis of teachers' behavior characteristics in high-efficacy group and low-performance group provides a practical reference for kindergarten teachers to improve the teaching effectiveness of class management and emotional support, and then to promote the development of children.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G443

【参考文献】