幼儿园教师倾听幼儿的现状分析

发布时间：2018-05-20 09:21

本文选题：倾听幼儿 + 消极倾听　；参考：《学前教育研究》2017年06期

【摘要】：倾听是幼儿园教师专业素养的重要组成部分。本研究以幼儿园一线教师为抽样母群体,采取方便取样和整群取样的方法,使用自编问卷,调查了948名幼儿园教师倾听幼儿的现状,结果发现总体来看幼儿园教师能够较好地倾听幼儿;教龄是导致幼儿园教师倾听表现差异的重要变量;农村幼儿园教师的倾听状态整体逊色于城市幼儿园教师;学历层次越高并不代表幼儿园教师的倾听状态越好;在幼儿园性质和班级层面上,幼儿园教师的消极倾听状态不存在显著差异;在学历和班级层面上,幼儿园教师的积极倾听状态不存在显著差异。为此,职前学前教师教育应加强教师倾听教育;采取多种专业成长途径改善在职幼儿园教师的倾听状态;增强幼儿园教师的任教意愿,降低其职业倦怠,改善其倾听状态。
[Abstract]:Listening is an important part of kindergarten teachers' professionalism. In this study, 948 kindergarten teachers listened to the situation of young children by using self-made questionnaire and convenient sampling and cluster sampling methods, taking kindergarten teachers as sampling mother group, and adopting the method of convenient sampling and cluster sampling, the present situation of 948 kindergarten teachers listening to children was investigated. The results show that kindergarten teachers can listen to children well, teaching age is an important variable leading to differences in listening performance of kindergarten teachers, rural kindergarten teachers are inferior to urban kindergarten teachers in overall listening state. The higher educational level does not mean that kindergarten teachers listen better; in the kindergarten nature and class level, there is no significant difference in the passive listening status of kindergarten teachers; in the educational level and class level, There is no significant difference in the active listening state of kindergarten teachers. Therefore, preschool teacher education should strengthen teacher listening education, adopt various professional growth ways to improve the listening state of in-service kindergarten teachers, strengthen kindergarten teachers' willingness to teach, reduce their job burnout and improve their listening state.
【作者单位】：吉林师范大学教育科学学院;台湾清华大学竹师教育学院;
【基金】：吉林省教育厅2016年度职业教育与成人教育教学改革研究重点课题“中职+本科‘3+4’贯通式学前专业人才培养模式实践研究”(编号:2016ZCZ028)
【分类号】：G615

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