幼儿园教师家园沟通胜任力特征及其提高策略

发布时间：2019-01-21 11:05

【摘要】：本研究采用行为事件访谈法,对14位幼儿园教师进行了以教师"较为满意"和"较为遗憾"的家园沟通关键事件为主的访谈,然后利用统计分析软件SPSS18.0对绩优组与普通组教师各项胜任力特征的平均等级分数进行了差异检验,同时结合行为检核表调查结果,构建了由10项具有显著差异的胜任力特征组成的幼儿园教师家园沟通胜任力"扶梯"模型。这10项特征根据其内容与作用,又可以归为四类,其中"专业知识"可以归为认知类胜任力特征,它是教师与家长沟通双方信息传递的核心内容,在沟通胜任力结构模型中处于基础地位,是保证沟通行为切实开展的前提条件;"词语表达""建设反馈""交互管理""倾听"可以归为技能类胜任力特征,考察的是教师在沟通过程中传播与接收信息的能力,帮助教师排除或摒弃沟通过程中产生的干扰,对沟通有效进行起到保障和引导的作用;"认同度""移情"可以归为人际互动类胜任力特征,考察的是沟通双方对自己、他人、情境的理解与把握能力,是促进沟通双方相互理解与信任的重要保障;"主动""责任心""自信"可以归为人格特质类胜任力特征,更多源自教师内在的发展需求,有助于引导教师在实践中主动反思与不断自我提高。认知类、技能类与人际互动类胜任力特征都属于显性特征,易于观测和通过培训提高,人格特质类胜任力特征则属于隐性特征,难以观测,也不易通过培训提高。今后有关教师家园沟通方面的培训,应首先基于胜任力结构模型对教师的家园沟通能力进行评价,然后依据胜任力结构模型的内容,针对教师的不足之处设计和实施培训课程。此外,幼儿园也应努力为教师家园沟通胜任力特征的发展提供有利的外部支持环境。
[Abstract]:In this study, 14 kindergarten teachers were interviewed with "more satisfied" and "relatively regretful" key events in their home communication by means of behavioral event interviews. Then using the statistical analysis software SPSS18.0 to test the average grade scores of the teachers' competency characteristics between the excellent group and the ordinary group, and combined with the results of the behavior check table. The "escalator" model of kindergarten teachers' home communication competence is constructed, which consists of 10 different competency characteristics. These 10 features can be classified into four categories according to their contents and functions, among which "professional knowledge" can be classified as cognitive competence, which is the core content of communication between teachers and parents. In the communication competence structure model is in the foundation position, is guarantees the communication behavior to carry out earnestly the premise condition; "expression of words", "Construction feedback", "Interactive Management" and "listening" can be classified as the competency characteristics of skill category, and the ability of teachers to disseminate and receive information in the process of communication is investigated. Help teachers eliminate or abandon the interference in the process of communication, and play a role in ensuring and guiding the effective communication; "identity degree" and "empathy" can be classified as the competence characteristics of interpersonal interaction. It is an important guarantee to promote the mutual understanding and trust of both sides to understand and grasp themselves, others and situations. The active "responsibility" and "self-confidence" can be classified as the competency characteristics of personality traits, which are more derived from the teachers' internal development needs, and help to guide teachers to reflect on themselves and improve themselves constantly in practice. The competence characteristics of cognitive, skill and interpersonal interaction belong to dominant characteristics, which are easy to observe and improve through training, while the competence of personality trait belongs to recessive characteristics, which are difficult to observe and difficult to improve through training. In the future, teachers' home communication ability should be evaluated based on competency structure model, and then the training course should be designed and implemented according to the content of competency structure model. In addition, kindergartens should also strive to provide a favorable external support environment for the development of teachers' home communication competence.
【作者单位】：西南大学教育学部;郑州师范学院特殊教育学院;
【基金】：国家社科基金“十一五”规划2010年度教育学一般课题“幼儿园教师资格考试制度研究”(编号:BHA100049)
【分类号】：G616

【相似文献】