幼儿园教师科学教学态度与教学频率的关系:教学效能感的中介作用

The Relationship between Kindergarten Teachers’Scientific Teaching Attitude and Teaching Frequency:The Mediating Effect of Scientific Teaching Efficacy

为探讨幼儿园教师科学教学态度与教学频率的关系及其作用机制,采用方便取样,对浙江省宁波市、绍兴市200名幼儿园教师进行问卷调查,回收有效问卷187份。结果发现:(1)幼儿园教师科学教学态度与科学教学频率呈显著正相关,且科学教学频率在编制、园所性质、园所等级上存在显著差异;(2)幼儿园教师科学教学效能感在科学教学态度与科学教学频率间起完全中介作用。因此,社会需要为幼儿园教师建立学习社群,幼儿园需要为幼儿园教师创造良好的成长环境,高校也要为学前师范生提供更多的通识类选修课,同时教师自身也应当多充实科学知识。

In order to explore the relationship between kindergarten teachers’scientific teaching attitude and teaching frequency and its mechanism,a questionnaire survey was conducted among 200 kindergarten teachers in Ningbo and Shaoxing,Zhejiang Province,and 187 valid questionnaires were collected.The results show that:(1)kindergarten teachers’scientific teaching attitude is significantly positively correlated with scientific teaching frequency,and there are significant differences in the authorized strength,nature of kindergarten and kindergarten level of scientific teaching practice;(2)kindergarten teachers’scientific teaching efficacy plays a completely mediating role between science teaching attitude and science teaching frequency.Therefore,the society needs to establish a learning community for kindergarten teachers,kindergartens need to create good growth environment for kindergarten teachers,colleges and universities should provide more general elective courses for preschool normal students,and teachers themselves should enrich scientific knowledge.