幼儿园教师融合教育素养和融合教育效能感的关系:融合教育态度的中介作用

The Relationship between Kindergarten Teachers'Literacy and Self-Efficacy in Inclusive Education:The Mediating Role of Attitudes towards Inclusive Education

本研究的目的是考察幼儿园教师融合教育素养、融合教育态度和融合教育效能感的现状及三个变量之间的关系,采用问卷法对1377名幼儿园教师进行调查,结果表明:(1)绝大多数幼儿园教师的融合教育素养、融合教育效能感和融合教育态度处于较高的水平;(2)幼儿园教师融合教育素养和融合教育效能感及融合教育态度在教龄和特殊幼儿教育经历上存在显著差异,融合教育效能感和融合教育态度在年龄上存在显著差异;(3)幼儿园教师的融合教育素养显著正向预测融合教育效能感;(4)融合教育态度在融合教育素养和融合教育效能感间存在显著的中介效应。根据研究结果提出了加强幼儿园教师的在职培训力度、加大融合教育理念普及力度、完善融合教育支持体系三个对策建议。

The purpose of this study was to examine the current status of kindergarten teachers'inclusive education competence,inclusive education attitudes,and inclusive education efficacy and the relationship among the three variables.A questionnaire survey was conducted on 1377 kindergarten teachers.The results indicate that:(1)The majority of kindergarten teachers exhibited high levels of inclusive education literacy,inclusive education efficacy,and inclusive education attitudes;(2)There were no significant gender differences in inclusive education literacy,inclusive education efficacy,and inclusive education attitudes.However,significant differences were found in terms of teaching experience and special early childhood education experience,and there was significant age differences for inclusive education efficacy and attitudes;(3)kindergarten teachers'inclusive education literacy significantly and positively predicts inclusive education efficacy;(4)there was a significant mediating effect of attitudes towards inclusive education between inclusive education literacy and inclusive education efficacy.Based on the research findings,three recommendations are proposed:strengthening the in-service training for kindergarten teachers,increasing the dissemination of inclusive education concepts,and enhancing the support system for inclusive education.