摘要
为检验我国经济社会发展一般地区学前教师的职业资质与其师幼互动质量的关系,研究从海南省取样,采用课堂评估编码系统(CLASS)对当地13所幼儿园的57名在岗教师的师幼互动质量进行了观察评估,并采用教师基本信息调查表对教师职业资质进行了调查。结果发现:10年以上教龄教师师幼互动过程的情感支持、教育支持和课堂组织水平整体高于5年内教龄教师;本科及以上学历教师的教育支持水平高于专科教师;高级职称教师的师幼互动质量整体好于初、中级和无职称教师;既有学前专业学习经历也有师范专业或教育学专业学习经历的教师,其情感支持和课堂组织水平显著好于仅有学前专业学习经历的教师。
To explore the relationship between professional qualifications of teachers and the quality of teacher-child interactions in the economically and socially moderately developed regions,57 teachers out of 14 urban and rural kindergartens were selected from Hainan province,and the quality of teacher-child interactions was observed and evaluated by means of the classroom assessment scoring system(CLASS).And the teacher basic information questionnaire was used to investigate the professional qualifications of teachers.The result has shown that the higher level of instruction support,emotion support and classroom organization was reached by the teachers with more than 10 years of teaching experience than those with less than 5 years of teaching experience;compared with the teachers with junior college degree,those with bachelor’s degrees or above provided more effective educational support;the teachers with senior professional titles provided better teacher-child interaction quality than those with only junior and intermediate professional titles and those without professional titles;the teachers with both pre-school education major and teaching major or professional education learning have significantly better emotional support and class organization level than those with only pre-school education major.
作者
宋爱芬
盖笑松
SONG Aifen;GAI Xiaosong(School of Psychology,Northeast Normal University,Changchun Jilin,130024;College of Education,Hainan Tropical Ocean University,Sanya Hainan,572022)
出处
《现代基础教育研究》
2019年第4期126-133,共8页
Research on Modern Basic Education
基金
北京师范大学中国基础教育质量监测协同创新中心自主课题资助“学前儿童社会监测指标体系及工具研究”（项目编号：2016-03-002-BZK01）
海南省高等学校教育教学改革研究资助项目“基于《专业标准》的学前教育专业全过程课程渗透实践教学模式改革”（项目编号：Hnjg2017-47）的研究成果
关键词
教师资质
师幼互动质量
儿童发展
teachers’qualifications
teacher-child interaction quality
children’s development
