乡村幼儿园教师学习力提升的困境及策略:基于辽宁省5县的调查

Predicaments and Strategies of Improvement of Rural Kindergarten Teachers’Learning Ability:A Survey from Five Counties in Liaoning Province

为了解乡村幼儿园教师学习力现状,分析当前乡村幼儿园教师学习力的现实困境,采用随机抽样方法对代表辽宁省不同经济发展水平的5个县域共1049名幼儿园教师发放自编问卷展开调查。结果发现,当前乡村幼儿园教师学习力在整体上处于中等水平,且不同职务和不同教龄的教师得分存在显著差异。各维度得分由高至低依次是学习互惠力、学习转化力、学习动力和学习反思力;而在这四个维度上,不同年龄、职务、教龄和婚姻状况的乡村幼儿园教师得分存在显著差异。据此,讨论并分析制约乡村幼儿园教师学习力发展的原因,并提出如下提升策略:调动学习主动性,践行终身学习理念;针对职业生涯阶段,抓住教师发展关键期;扩充学习资源,满足教师学习需求;增加培训机会,在实践中积累经验;利用乡村资源,激发教师乡土情怀。

In order to understand the current situation of rural kindergarten teachers’learning ability,analyze the realistic predicaments of current rural kindergarten teachers’learning ability,a random sampling method was applied to select five counties which represent different levels of economic development in Liaoning Province,and 1,049 rural kindergarten teachers were investigated by self-compiled questionnaires.The results show that the learning ability of rural kindergarten teachers is at a middle level on the whole,and there are significant differences in the scores of teachers of different positions and teaching length.The dimensions scored from the highest to the lowest are learning reciprocity ability,learning transformation ability,learning motivation and learning reflection ability.In these four dimensions,there are significant differences in the scores of teachers by age,position,teaching length and marital status.Accordingly,the reasons that restrict the development of rural kindergarten teachers’learning ability are discussed,and the improvement strategies are proposed,including mobilizing learning initiative and practicing the concept of lifelong learning,seizing the critical period of teacher development based on the career stage of teachers,expanding learning resources and meeting teachers’learning needs,increasing training opportunities and accumulating experience in practice,and utilizing rural characteristic resources to stimulate teachers’feelings for native soil.