摘要
采用问卷法和访谈法，对．580名幼儿园教师前书写观念与教育实践的现状进行了调查。结果发现：幼儿园教师前书写观念呈良好水平，而前书写教育实践呈中等偏上水平；幼儿园属性与教师前书写观念和教育实践水平之间存在“协同效应”。据此，研究者认为，应重点关注并改善处境不利幼儿园教师的前书写观念与教育实践状态，从多种途径促进幼儿园教师的前书写观念向教育实践转变。
Using questionnaire and interview, the researchers investigated the status quo of 580 kindergarten teachers＇ beliefs and practices of emergent writing. It turns out that in general, kindergarten teachers have a good concept of emergent writing while their practices are above medium level; there exists ＂synergy effect＂ between kindergarten＇s type and teachers＇ concept and practices of emergent writing. The researchers believe it is necessary to care about and improve the emergent writing concept and practices of teachers from disadvantaged kindergartens and help teachers move from concept to practice in various ways.
作者
阮诗文
秦元东
赵顶位
R.uan Shiwen;Qin Yuandong;Zhao Dingwei(Hangzhou College for Kindergarten Teachers, Zhejiang Normal University, Hangzhou, 310012)
出处
《幼儿教育（教育科学）》
2018年第5期16-19,共4页
Early Childhood Education(Educational Sciences)
关键词
前书写观念
教育实践
现状
幼儿园教师
the concept of emergent writing
education practice
status quo
kindergarten teacher
