超大城市幼儿园教师专业能力发展现状及影响因素研究——基于华南地区G市22593名幼儿园教师的调查  

A Study on the Status Quo and Influencing Factors of the Development of Kindergarten Teachers’ Professional Competences in Megacity:Based on a Survey of 22593 Kindergarten Teachers in G City,South China

作　　者：戴双翔[1] 刘霞 DAI Shuangxiang;LIU Xia(School of Education,South China Normal University,Guangzhou,Guangdong,510631,P.R.China;Education Strategy Research Office,the Institute of Educational Research of Guangzhou,Guangzhou,Guangdong,510030,P.R.China)

机构地区：[1]华南师范大学教育科学学院,广东广州510631 [2]广州市教育研究院教育战略研究室,广东广州510030

出　　处：《广东第二师范学院学报》2022年第6期1-13,共13页Journal of Guangdong University of Education

基　　金：国家社会科学基金重大项目“我国普惠性学前教育公共服务体系建设的路径和机制研究”(18ZDA336);广州市教育科学规划课题“创生取向的区域幼儿园课程建设研究”(202012725)。

摘　　要：《幼儿园教师专业标准(试行)》从环境的创设与利用、一日生活的组织与保育、游戏活动的支持与引导、教育活动的计划与实施、激励与评价、沟通与合作、反思与发展七个维度,对幼儿园教师的专业能力提出了基本要求。对华南地区G市22593名幼儿园教师的问卷调查显示:教师专业能力整体上处于较高水平,但七个维度专业能力发展水平不均衡;教师专业能力七个维度之间显著相关,且相互影响;教师专业能力水平在性别、专业和编制等方面无显著差异;不同教龄、不同初始学历、不同工作岗位、持不同资格证教师专业能力水平存在显著差异;不同办园性质、不同评估等级、不同办园规模教师专业能力水平存在显著差异;专业知识和职业认同对教师专业能力的预测程度较高。为此,要坚持全面均衡,促进幼儿园教师队伍专业能力的整体提升;重视职前教育,强化专科院校学前教育专业学生专业能力培养;立足教育实践,加强幼儿园教师在职培训的针对性及有效性。The professional Standards for Kindergarten Teachers(trial)puts forward the basic requirements for the professional competences of kindergarten teachers from seven dimensions,such as environment creation,organization and conservation of daily life,support and guidance of game activities,planning and implementation of educational activities,encouragement and evaluation,communication and cooperation,reflection and development.According to a questionnaire survey of 22593 kindergarten teachers in G City in South China,the professional competences of teachers are at a high level,but the development level of the seven dimensions is not balanced.The seven dimensions of teachers' professional competences are significantly related and interact with each other.There is no significant difference in teachers' professional competences in gender,specialty and establishment.There are significant differences in the professional competences level of teachers with different teaching ages,different initial educational background,different working positions and different certificates.There are significant differences in the professional competences of teachers with different types of kindergartens,different evaluation levels and different scales of kindergartens.Professional knowledge and professional identity highly predict the professional competences of new teachers.Therefore,we should adhere to a comprehensive and balanced approach to promote the overall improvement of the professional competences of kindergarten teachers;attach importance to pre-service education and strengthen the professional competences training of preschool education students in colleges,strengthen the pertinence and effectiveness of in-service training for kindergarten teachers based on educational practice.

关 键 词：专业能力 幼儿园教师 学前教育 超大城市 

分 类 号：G615[文化科学—学前教育学]