幼儿教师教学监控能力与教学动机和职业自我概念的关系

Kindergarten Teachers’ Teaching-regulated Ability, Teaching Motivation and Professional Self-concept

目的:研究幼儿教师教学监控能力及其与教学动机、职业自我概念之间的关系。方法:对北京、福州两地319名幼儿教师进行问卷调查。结果:①已婚幼儿教师教学监控能力要显著高于单身教师。②不同教龄的幼儿教师教学监控能力在总体上不存在显著差异,但在计划与准备性、反馈与评价性、控制与调节性上存在显著差异。③中等教育学历和高等教育学历幼儿教师在教学监控能力的计划与准备性、课后反省性上存在显著差异。④教学动机与教学监控能力有显著相关。⑤职业自我概念与教学监控能力有显著相关。⑥教学动机在职业自我概念和教学监控能力之间发挥中介作用。结论:幼儿教师教学监控能力与婚姻状况、教龄、受教育程度有关,教学动机在职业自我概念和教学监控能力之间发挥中介作用。

Objective： To investigate the status quo of kindergarten teacher’s teaching-regulated ability （TRA）, and to explore the relationship of TRA and teaching motivation, and that of TRA and professional self-concept. Methods： Using the ＂Kindergarten teachers’ teaching monitor ability questionnaire＂, ＂the kindergarten teachers’ teaching motivation questionnaire＂ and ＂the teacher self-concept evaluation scale＂ as research tools, this study conducted a survey of 319 kindergarten teachers in Beijing and Fuzhou. Results： ①There are significant differences in the factors and overall level of TRA among the kindergarten teachers who are in different marital status. Married teachers have higher TRA scores than single teachers. ②There are no significant differences in the overall level of TRA among the kindergarten teachers at different teaching ages. But in the factors of planning, feedback and control, kindergarten teachers’ TRA shows a developmental trend of increase with significant differences. ③There are significant differences in the factors of planning and reflection between teachers in secondary education group and higher education group. ④There are notable correlation between several factors of teaching motivation and TRA. ⑤ There are notable correlation between all the factors of professional self-concept and TRA. ⑥Teaching motivation is the mediator between TRA and professional self-concept. Conclusion： Kindergarten teachers’ TRA are varied by teaching ages, marital status and education. Teaching motivation serves as a mediator between TRA and professional self-concept.