幼儿教师的教育观与幼儿活动质量的关系研究

Relationship between Kindergarten Teachers' Educational Perspective and Quality of Children's Activity

目的了解幼儿教师教育观状况,探讨幼儿教师教育观与幼儿活动质量的关系。方法采用教育观量表,通过分层整群抽样,对河北省534名教师进行调查分析。结果幼儿教师的教育观总体处于中等偏上水平,但儿童观相对较差。年龄在教师观、儿童观、教育观总分上的差异均达到了统计学显著水平(P<0.01;P<0.001):呈现出年龄越大教育观越到位的趋势。学历在教育观总分及其各因子上的差异均达到了统计学显著水平(P<0.01;P<0.001):学历越高教育观念越好。婚姻状况在教师观、儿童观、教育观总分上的差异达到统计学显著性水平(P<0.01;P<0.001):已婚教师的教师观、儿童观和教育观好于未婚教师。城乡来源在教师观、活动观、教育观总分上的差异达到统计学显著性水平(P<0.05;P<0.01):城市好于县城,县城好于农村。幼儿园所有制在教师观、儿童观和教育观总分上的差异达到统计学显著性水平(P<0.001):非私立幼儿园明显好于私立幼儿园。在教师观因子上,城乡来源与婚姻状况之间存在交互作用(P=0.024):城市未婚教师的教师观显著好于城市已婚教师;未婚城市和县城教师的教师观显著好于未婚农村教师。幼儿教师教育观与幼儿活动质量呈高度正相关。结论幼儿教师教育观受到年龄、学历、婚姻状况、城乡来源、幼儿园所有制等因素的影响,幼儿教师教育观是影响幼儿活动质量的重要因素。

Objective To investigate kindergarten teachers＇ educational perspectives and its relationship with their perspectives and quality of children＇s activities. Methods the Educational Perspective Questionnaire was adopted in the research,534 kindergarten teachers in Hebei Province were sampled as the research object. Results Kindergarten teachers＇ overall perspective on education was above the medium level, but their perspectives on children were relatively low. The age of the teachers played important role on terms of perspective on teachers, children and education. The elder the teachers were, the more education they received, the better were their perspectives on education. Married teachers had a better perspective on teachers, children and education than unmarried teachers. On terms of perspective on teachers, activities and education,teachers of urban origin were better than those of county origin and the latter were better than teachers of rural origin. Public kindergartens scored much higher than private kindergartens. Origin of the teachers and marital status interacted with each other on factor of perspective on teachers. Unmarried urban teachers scored higher than married urban teachers; unmarried teachers of urban and county origin scored much higher than unmarried rural teachers. Kindergarten teachers＇ educational perspective was highly related to the quality of children＇s activities. Conclusion Kindergarten teachers＇ educational perspectives were influenced by factors like age, education, marital status, origin and ownership of the kindergarten, etc. Kindergarten teachers＇ educational perspective is an important factor influencing the quality of children＇s activities.