5-6岁幼儿学习品质与师幼互动质量的关系研究

发布时间：2018-04-03 11:01

本文选题：幼儿　切入点：学习品质　出处：《信阳师范学院》2017年硕士论文

【摘要】：目前,早期学习与发展包涵的领域中,学习品质扮演了越来越重要的角色,对学前教育质量的提升和学前教育的改革起着核心作用。教育部为规范学前教育的实施,于2012年颁布了《3-6岁儿童学习与发展指南》(以下简称指南)。《指南》在对学前儿童学习品质进行解释的同时,强调了学习品质对儿童发展的重要作用。现有关于学习品质的研究大多和学生气质类型、入学准备和学业成就有关,其中有关家庭因素和学习品质的关系被研究得最多,包括家庭方面的文化资本、成员关系、教养方式这三个因素也在一定程度上影响儿童的学习品质。除上述影响因素,儿童学习品质的发展还和师幼互动质量息息相关。然而现阶段注意到师幼互动质量的学者不多,相关研究也少,广大教育研究者和实施者对师幼互动的重要性认知度还不高。在对5-6岁幼儿学习品质与师幼互动质量的关系进行调查分析之后,意识到师幼互动质量对儿童学习品质的影响巨大,教师必须重视师幼互动,提高师幼互动质量,在儿童养成良好的学习品质的过程中提供推动力。本研究采用问卷调查法并运用SPSS21.0软件进行统计分析,反映目前该地区5-6岁幼儿学习品质和师幼互动质量的总体情况,寻找幼儿学习品质与师幼互动质量的关系,得出量化的研究结论是:(1)幼儿学习品质与师幼互动质量两者之间存在显著的正相关。(2)幼儿学习品质中创造与发明维度与师幼互动质量中情感支持维度呈现显著正相关。幼儿学习品质中坚持与注意、主动性、创造与发明、好奇与兴趣这四个维度与师幼互动质量中班级组织维度呈显著正相关。幼儿学习品质中创造与发明、好奇与兴趣维度与师幼互动质量中教学支持维度呈现显著正相关。(3)师幼互动质量对幼儿学习品质具有正向的预测作用。高质量的师幼互动有助于幼儿学习品质的发展。(4)在控制了人口学变量后,幼儿教师的教学支持对幼儿的学习品质有正向预测作用。本研究基于问卷的调查结果并结合访谈法进行具体原因分析,发现与学习品质密切相关的师幼互动质量在各维度上还存在一定的问题。根据现状进行讨论分析,为进一步提升幼儿学习品质提出以下建议:首先对教师方面,应科学认识幼儿的学习观、建构平等师幼对话模式、尊重幼儿的主体地位、树立终身学习的理念;其次对幼儿园管理者方面,应重视教师的在职培训、提升园长的教育理念和管理能力、创设积极的环境氛围、科学建构幼儿学习品质评价工具。
[Abstract]:At present, learning quality plays a more and more important role in the fields covered by early learning and development, and plays a key role in the improvement of preschool education quality and the reform of preschool education.In order to regulate the implementation of pre-school education, the Ministry of Education issued in 2012 the Guide for Learning and Development of Children aged 3-6 years (hereinafter referred to as the Guide), which explains the learning quality of pre-school children.The importance of learning quality to children's development is emphasized.Most of the existing studies on learning quality are related to the types of student temperament, school readiness and academic achievement, among which the relationship between family factors and learning quality has been studied most frequently, including family cultural capital, membership,These three factors also affect children's learning quality to some extent.In addition to the above factors, the development of children's learning quality is also closely related to teacher-child interaction quality.However, there are not many scholars who pay attention to the quality of teacher-child interaction at this stage, and there are few related studies, and the importance of teacher-child interaction is not recognized by many educational researchers and implementers.After investigating and analyzing the relationship between the learning quality of children aged 5-6 and the quality of teacher-child interaction, it is realized that the quality of teacher-child interaction has a great impact on children's learning quality. Teachers must attach importance to teacher-child interaction and improve the quality of teacher-child interaction.Provide impetus for children to develop good learning qualities.In this study, questionnaire survey and SPSS21.0 software were used to analyze the overall situation of learning quality and teacher-child interaction quality of children aged 5-6 in this area, and to find out the relationship between learning quality and teacher-child interaction quality.The quantitative conclusion is that there is a significant positive correlation between learning quality and teacher-child interaction quality. 2) there is a significant positive correlation between creativity and invention dimension in learning quality and emotional support dimension in teacher-child interaction quality.The four dimensions of persistence and attention, initiative, creation and invention, curiosity and interest in children's learning quality have significant positive correlation with class organization dimension in teacher-child interaction quality.Creativity and invention in learning quality, curiosity and interest dimension and teaching support dimension in teacher-child interaction quality showed significant positive correlation.) Teacher-child interaction quality had positive predictive effect on children's learning quality.High quality teacher-child interaction is helpful to the development of children's learning quality. 4) after controlling the demographic variables, the teaching support of preschool teachers can positively predict the learning quality of children.Based on the results of questionnaire and interview, the author finds that there are still some problems in the quality of teacher-child interaction which are closely related to learning quality.On the basis of the discussion and analysis of the present situation, the following suggestions are put forward to further improve the learning quality of young children: first of all, we should scientifically understand the learning concept of young children, construct an equal mode of teacher-child dialogue, and respect the subject status of children.Secondly, teachers' on-the-job training should be paid more attention to, the education idea and management ability should be promoted, the positive environment atmosphere should be created, and the evaluation tool of preschool learning quality should be constructed scientifically.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G612

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