优秀幼儿教师对幼儿的自主支持行为表现及特点研究  

The Performance and Characteristics of Excellent Kindergarten Teachers Autonomous Support Behaviors to Young Children

作　　者：金芳 韩睿 王春梅 JIN Fang;HAN Rui;WANG Chunmei(School of Preschool and Primary Education,Shenyang Normal University,Shenyang,Liaoning,110034,China;Panjin Vocational and Technical College,Panjin,Liaoning,124000;Shanghai Pudong New Area Child-friendly Education Group,Shanghai,200120,China)

机构地区：[1]沈阳师范大学学前与初等教育学院,辽宁沈阳110034 [2]盘锦职业技术学院,辽宁盘锦124000 [3]上海浦东新区爱幼教育集团,上海200120

出　　处：《教育与教学研究》2020年第11期63-76,共14页Education and Teaching Research

基　　金：辽宁省教育厅高等学校基本科研项目“幼儿为本视角下教师自主支持行为研究”(编号:WQN201707);辽宁省2018年度普通高等教育本科教学改革研究优质教学资源建设与共享项目“跨校修读课程师生互动模式的探索与实践——以《幼儿游戏与指导》为例”;全国教育科学“十二五”规划2015年度教育部重点课题“幼儿园教师管理中心心理契约问题研究”(编号:DHA150288)。

摘　　要：采用事件取样观察法对幼儿园一日活动中教师自主支持行为的表现进行观察,并运用Nvivo 12质性分析软件对收集到的122个行为事件进行分析概括,结果发现:幼儿教师自主支持行为主要表现为询问幼儿意愿、采纳幼儿观点、说明理由、给予幼儿奖励、安慰幼儿、倾听幼儿、为幼儿提供建议、给予幼儿提示、追问、为幼儿提供活动材料、给予幼儿鼓励和对幼儿提出挑战。其中,前六种行为为教师的接纳支持行为,后六种行为为教师的激励支持行为。激励支持行为比例略高于接纳支持行为,其中,频次最高的是给予幼儿提示,频次最低的是询问幼儿意愿。总体来看,幼儿教师自主支持行为具有频率低但较为均衡的特点。同时与国外幼儿教师相比较,我国幼儿教师询问幼儿意愿相对出现较少。且与国外把奖赏视作为一种控制行为不同,我国幼儿教师将给予幼儿奖励视作一种接纳支持。建议开展有效的专业培训和改革幼儿园的管理方式来增进幼儿教师的自主支持行为。The performance of teachers autonomous support behaviors in kindergarten daily activities was observed by using event sampling observation method,and 122 behavior events collected were analyzed and summarized by Nvivo 12 qualitative analysis software.The results show that:the autonomous support behaviors of kindergarten teachers were mainly manifested by asking the children’s wishes,adopting the children’s points of view,explaining the reasons,giving the children a award,comforting the children,listening to the children,providing advice to the children,giving the children a hint,asking questions,supporting the activity materials,giving encouragements to the children,and challenging the children.The former six behaviors were called the teachers’accepting support,and the latter six behaviors were called the teachers’motivational support.The proportion of motivational support is slightly higher than that of accepting support,among which the highest frequency is to give tips to young children and the lowest is to ask about their wishes.Generally speaking,kindergarten teachers autonomous support behaviors have the characteristics of low frequency but more balanced.Unlike foreign teachers who ask more about the needs of students,there are relatively few kindergarten teachers asking about the wishes of young children in our country.In addition,kindergarten teachers in our country regard reward as a kind of receptive support,which is also different from foreign countries who regard reward as a kind of control behavior.It was recommended to carry out effective professional training and reform the management methods of kindergartens to enhance the autonomous support behaviors of kindergarten teachers.

关 键 词：幼儿教师 自主性 自主支持行为 

分 类 号：G625.1[文化科学—教育学]