幼儿知觉到的教师期望结构及发展特点  

Young Children's Perception of Teachers' Expectation Structure and Developmental Characteristics

作　　者：满晶[1] 沈悦[1,2] 杨丽珠[1] 

机构地区：[1]辽宁师范大学心理学院,辽宁大连116029 [2]大连理工大学神经信息研究所,辽宁大连116024

出　　处：《辽宁师范大学学报（社会科学版）》2013年第6期823-829,共7页Journal of Liaoning Normal University(Social Science Edition)

基　　金：国家社科基金重点项目(11AZD089);全国高等学校博士学科点专项科研基金(20102136110003);第51批中国博士后科学基金面上资助项目(2012M510796)

摘　　要：学生知觉到的教师期望是指学生在与教师的交往过程中所知觉到的教师期望,其对学生的学业和人格发展有重要的影响。本研究在文献综述和调查的基础上,探索幼儿知觉到的教师期望结构,编制"幼儿知觉到的教师期望问卷",进而探讨幼儿知觉到的教师期望的发展特点。结果发现:幼儿知觉到的教师期望由态度反馈、强化评价、机会特权和支持指导四个维度构成;幼儿知觉到的教师期望问卷有良好的信度和效度;幼儿知觉到的教师期望随年龄的增长而逐渐降低;从总体上看,女孩幼儿知觉到的教师期望水平高于男孩,男孩与女孩知觉到的教师期望发展趋势一致。Students＇ perception of teachers＇ expectation refers to the perception of expectation in the process of interaction between teachers and students, which has important implications for students＇ aca- demic and personality development. On the basis of former research and conclusions of survey, this study explored the structure of children＇s perception of teachers＇ expectation, formatted the questionnaire of children＇s perception of teachers＇ expectation, and then studied the developmental characteristics. The re- sults showed that： young children＇s perception of teachers＇ expectation includes four factors： attitude and feedback, reinforcement and evaluation, opportunity and privilege and support and guidance; the question- ＂ naire has good reliability, validity indicators and can be used in young children measurement of perception of teachers＇ expectations; children＇s perception of teachers＇ expectation showed a downward tendency with the increase of age; in general, gender differences were very significant, indicating that the develop- mental level of girls＇ perception of teachers＇ expectation was much higher than boys＇ ; and boys and girls perception of teachers＇ expectation developmental tendency were consistent.

关 键 词：幼儿知觉到的教师期望 结构 发展特点 态度反馈 强化评价 机会特权 支持指导 

分 类 号：B844.12[哲学宗教—发展与教育心理学]