幼儿园教师科学教学效能感及与科学教学活动反思水平的相关研究

发布时间：2018-11-18 17:10

【摘要】：教师教学效能感是当前教育界、心理学界关注的热点。在中国的教育背景下,幼儿园科学教育存在很多难题,幼儿园教师开展科学活动具有一定的挑战性,因此关于幼儿园教师科学教学效能感的研究具有一定的价值。本研究通过对天津市220名幼儿园教师的问卷调查,采用SPSS22.0对数据录入和处理。基于幼儿园教师科学教学效能感的描述统计结果,进行幼儿园教师科学教学效能感在人口统计学变量上的差异检验以及与科学教学反思水平的相关分析,得出幼儿园教师科学教学效能感的现状及其与科学教学反思水平的相关性,并且在此基础上,对幼儿园教师科学教学效能感和反思水平的有效提升提出建议。本研究研究结果如下:1.幼儿园教师的科学教学效能感处于中等水平;个人科学教学效能感高于一般科学教学效能感。2.幼儿园教师科学教学效能感在年龄、职称、所带年龄班、园所特色上不存在显著差异。3.幼儿园教师个人科学教学效能感在教龄上存在显著差异,其中,1—5年教龄的幼儿园教师的个人科学教学效能感明显高于教龄11—15年和16年以上的。4.幼儿园教师的一般科学教学效能感和整体科学教学效能感在专业上存在显著差异,其中,学前教育专业的幼儿园教师的一般科学教学效能感和整体科学教学效能感明显低于非教育专业的幼儿园教师。5.幼儿园教师科学效能感各维度在园所级别上存在显著差异,其中,示范园教师的科学教学效能感各维度低于一级园及以下的幼儿园教师。6.幼儿园教师的个人科学教学效能感和整体科学教学效能感在属地上存在显著差异,其中,市郊幼儿园的教师的个人科学教学效能感和整体科学教学效能感高于市区幼儿园的教师,乡镇幼儿园的教师的个人科学教学效能感高于市区幼儿园的教师。7.幼儿园教师整体科学教学效能感与整体反思水平呈低度正相关;幼儿园教师的一般科学教学效能感与反思内容、反思方式、反思效果均呈现低度正相关;幼儿园教师的个人科学教学效能感与反思方式低度正相关。
[Abstract]:Teachers' sense of teaching efficacy is the focus of attention in the field of education and psychology. Under the background of Chinese education, there are many problems in kindergarten science education, and it is challenging for kindergarten teachers to carry out scientific activities. Therefore, the research on kindergarten teachers' sense of efficacy in science teaching has certain value. Based on the questionnaire survey of 220 kindergarten teachers in Tianjin, SPSS22.0 was used to input and process the data. Based on the descriptive statistical results of kindergarten teachers' sense of scientific teaching efficacy, the differences between teachers' sense of scientific teaching efficacy in demographic variables and the level of reflection in science teaching were analyzed. The present situation of kindergarten teachers' sense of scientific teaching efficacy and its correlation with the level of reflection in scientific teaching are obtained. On the basis of this, suggestions are put forward for the effective improvement of kindergarten teachers' sense of scientific teaching efficacy and level of reflection. The results are as follows: 1. The sense of scientific teaching efficacy of kindergarten teachers is at the middle level, and the sense of individual science teaching efficacy is higher than that of general science teaching efficacy. 2. There is no significant difference in the sense of scientific teaching efficacy among kindergarten teachers in age, professional title, age class and characteristics of kindergarten. 3. There are significant differences in the teaching efficacy of personal science teaching among kindergarten teachers. Among them, the personal science teaching efficacy of kindergarten teachers with 1-5 years of teaching age is obviously higher than that of 11-15 years and more than 16 years of teaching years. 4. There are significant differences between the general science teaching efficacy and the overall science teaching efficacy of kindergarten teachers, among which, The general sense of science teaching efficacy and the overall sense of scientific teaching efficacy of kindergarten teachers majoring in preschool education are obviously lower than those of kindergarten teachers of non-education major. There are significant differences in each dimension of kindergarten teachers' sense of scientific efficacy, among which, the teachers' sense of scientific teaching efficacy of demonstration garden is lower than that of kindergarten teachers of the first grade or below. 6. There are significant differences between individual science teaching efficacy and overall science teaching efficacy among kindergarten teachers, among which, The personal science teaching efficacy and the overall science teaching efficacy of the teachers in the suburban kindergartens are higher than those in the urban kindergartens, and the personal science teaching efficacy of the teachers in the township kindergartens are higher than those in the urban kindergartens. The overall sense of science teaching efficacy of kindergarten teachers is positively correlated with the overall level of reflection, and the general sense of scientific teaching efficacy of kindergarten teachers is positively correlated with the content of reflection, the way of reflection, and the effect of reflection. The personal science teaching efficacy of kindergarten teachers is positively related to the low level of reflection.
【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】：G613.3

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