幼儿园教师情感支持素养的结构:基于心理词汇与结构方程模型的拟合证据

Research on the Structure of Emotional Support Literacy of Kindergarten Teachers:Fitting Evidences Based on Psychological Vocabulary and the Structural Equation Model

教师情感支持指教师使用倾听、关注、鼓励等方法,给予学生情感上的关怀。本研究借鉴心理词汇研究范式,通过对11名优秀幼儿园教师有关情感支持素养代表性心理词汇的研究和对2 960名幼儿园教师的问卷调查,筛查出了19个典型词汇,并通过理论剖析建构出了一个二维结构模型,包括情感智能和关怀技能两个维度。情感智能维度涉及情感敏感、情感理解和情感慈爱三方面内容;关怀技能维度涉及情境反刍、经验共契和精神激励三方面内容。由此模型可见,幼儿园教师情感支持素养结构反映了幼儿园教育阶段的特殊要求,体现了教育实践中教师人文感性的重要意义,表现为教师人格特质与教学技能的复合形态等特征。基于此,研究者从思想意识、实践工作、教师培养、技能训练等四个方面提出幼儿园教师情感支持素养的提升建议。

Teacher emotional support refers to the emotional care that teachers provide to students through listening,attention,encouragement,and other means.In this study,using the psychological vocabulary research paradigm,this study screened out 19 typical words through the research on the representative psychological words related to emotional support literacy of 11 outstanding kindergarten teachers and the questionnaire survey of 2 960 kindergarten teachers,and constructed a two-dimensional structural model through theoretical analysis,including two dimensions,namely emotional intelligence and caring skills.Emotional intelligence mainly involves three aspects:emotional sensitivity,emotional understanding,and emotional love;caring skills mainly involve three aspects:situational rumination,experiential empathy,and spiritual motivation.It can be seen from this model that the structure of kindergarten teachers' emotional support literacy reflects the special requirements of the kindergarten educational stage,embodies the important significance of teachers' humanistic sensibility in educational practice,and shows the characteristics of teachers' personality traits and teaching skills.On this basis,suggestions were proposed for the cultivation of emotional support literacy for kindergarten teachers from four aspects:ideological awareness,practical work,teacher training,and skill training.