幼儿教师自主学习现状及其影响因素分析

Analysis of Preschool Teachers' Self-regulated Learning and Influential Factors

采用《幼儿教师学习自主性量表》对广州市212名幼儿教师的自主学习现状进行调查,并对所得数据进行独立样本t检验,单因素方差分析及LSD事后检验。通过数据分析发现:41岁以上的幼儿教师在监督学习过程、选择学习方法及利用学习环境资源方面均表现为最佳状态,而25岁以下的幼儿教师则处于最低水平。教龄在11-20年段及21年以上的幼儿教师在自主学习方法上的得分均要显著高于教龄为1-3年和4-6年的幼儿教师。此外,幼儿教师的自主学习在学历、职称、所处幼儿园性质与等级变量上均有显著差异。

By the Preschool teachers＂ Learning Autonomy Scale, this paper investigated 212 preschool teachers＇ autonomic learning status in Guangzhou and date were analyzed by independent sample t test, one--way ANOVA and LSD method. Results of the analysis reveal that preschool teachers over the age of 41 are in the best position to supervise the learning process, choose the learning methods and use the learning environment resources, but preschool teachers under the age of 25 are at the lowest level. The scores of autonomic learning methods of preschool teachers who have been teaching for 11--20 years and more than 21 years are significantly higher than the teachers who have been teaching for 1--3 years and 4--6 years. In addition, preschool teachers＂ autonomic learning has significant differences in education background, title, the nature and grade of kindergarten.