师幼关系与幼儿入学准备的相关研究——以中部三省农村地区6所幼儿园为例

A Study on the Correlation Between the Quality of Teacher-child Relationship and Preschool-aged Children’s School Readiness:Using 6 Kindergartens in Rural Areas in Three Central Provinces

本研究从我国中部H、J及N省农村地区的6所幼儿园中随机抽取251名幼儿,对其入学准备状况进行测查,并向样本园中的27名教师发放问卷调查师幼关系质量,考察师幼关系与幼儿入学准备的关系。结果表明,师幼关系总体处于中等偏低水平,幼儿入学准备总体处于较低水平,且幼儿入学准备与师幼关系的冲突性呈显著负相关,与师幼关系的亲密性呈显著正相关。建议有针对性地改善农村地区师幼关系,着重转变农村地区的入学准备观念,在改善师幼关系的基础上促进农村地区幼儿入学准备水平提升。

Selecting randomly 251 children from 6 kindergartens in rural areas in central provinces H,J,and N,and having invited 27 teachers to complete a questionnaire related to teacher-child relationship,the authors studied the correlation between teacher-child relationship and children's school readiness.The results show that teacher-child relationship is generally below the average;the overall children's school readiness is relatively low;children's school-readiness is significantly negatively correlated with the conflict in teacher-child relationship but has significant positive correlation with closeness in teacher-child relationship.It is suggested that teacher-child relationship in rural areas should be improved accordingly;the perception of school readiness in rural areas should be changed;school-readiness should be improved in rural areas based on teacher-child relation- ship.