进与守:学前教育专业学生教师信念现状研究  

Radical and Conservative:A Study in Teachers’Educational Beliefs of Students of Preschool Education Majors

作　　者：杨琴[1] 刘旭 李适 YANG Qin;LIU Xu;LI Shi(Primary Education College,Changji University,Changji 831100,China;Shihezi Experimental kindergarten,Shihezi 832000,China;Academic Affairs Office,Changji University,Changji 831100,China)

机构地区：[1]昌吉学院初等教育学院,新疆昌吉831100 [2]石河子市实验幼儿园,新疆石河子832000 [3]昌吉学院教务处,新疆昌吉831100

出　　处：《陕西学前师范学院学报》2021年第12期84-91,共8页Journal of Shaanxi Xueqian Normal University

基　　金：教育部人文社会科学项目(19XJJC880002)。

摘　　要：教师秉持的信念不仅影响着学生的身心发展,同时也指引着其自身的专业发展道路。笔者对386名学前教育专业学生所持有的教师信念进行研究后发现,其教师信念在总体上呈进步取向,且不同取向学生在课程、教学方法以及师幼关系的理解上存在显著差异;进一步分析后发现,学生所在年级、专业报考背景和未来从教态度对学生的教师信念会产生较为显著的影响。研究结论,在人才培养过程中加强学生的专业认同教育,在教育实习中优选实习场所和给予实习学生及时的指导支持有助于学生教师信念的深化提升。Teachers’beliefs can not only affect their students’physical and mental development,but also guide their own professional development.Based on the survey of 386 students of preschool education majors,the author has found that 1)their teachers’beliefs are generally progressive;2)there are significant differences in the understanding of the curriculum,teaching methods,and teacher child relationship among students held different beliefs;3)and students’grade,professional application background and future teach⁃ing attitude will have a significant impact on the students’teacher beliefs.Therefore,the study has concluded that in order to deepen and enhance teachers’beliefs of students,we should strengthen students’professional identity in the process of education and train⁃ing,optimize internship sites and provide intern students with timely guidance and support during educational internships.

关 键 词：学前教育 教师信念 传统取向 进步取向 

分 类 号：G615[文化科学—学前教育学]