批判性思维学习模式对幼儿教师教学反思能力的影响研究  

A Study on the Influence of Critical Thinking Learning Mode on Preschool Teachers’Teaching Reflection Ability

作　　者：杨佳 唐慧玲 YANG Jia;TANG Hui-ling(College of Preschool Education,Fujian Preschool Education College,Fuzhou 350007,China;School of Education,Fujian Normal University,Fuzhou 350007,China)

机构地区：[1]福建幼儿师范高等专科学校学前教育学院,福建福州350007 [2]福建师范大学教育学院,福建福州350007

出　　处：《陕西学前师范学院学报》2023年第8期78-86,共9页Journal of Shaanxi Xueqian Normal University

基　　金：全国教育科学“十四五”规划2022年度教育部重点课题(DHA220418)。

摘　　要：为探讨批判性思维学习模式对幼儿教师教学反思能力的影响,采用准实验研究设计选取26位来自教师专业学习社群的幼儿教师作为研究对象,将其分为实验组和控制组,每组13位教师。其中,实验组进行为期1个月的反思干预。结果表明:与控制组相比,批判性思维学习模式能显著提升教师教学反思能力,帮助教师快速达到中水平反思,且在干预撤除后,还能持续促进教师教学反思能力提升。但是,批判性思维学习模式对促进教师达成高水平反思,还有待进一步考证。In order to explore the influence of critical thinking learning mode on preschool teachers’teaching reflection ability,26 preschool teachers from the teachers’professional learning community were selected as the research objects based on the quasiexperimental research design,and they were divided into experimental group and control group,with 13 teachers in each group.Among them,the experimental group received reflection intervention for one month.The results show that,compared with the control group,the critical thinking learning mode can significantly improve teachers’teaching reflection ability,help teachers quickly reach the medium level of reflection,and continue to promote teachers’teaching reflection ability after the intervention is removed.However,it remains to be further verified that the critical thinking learning model can promote teachers to achieve high-level reflection.

关 键 词：批判性思维学习模式 幼儿教师 教学反思能力 

分 类 号：G615[文化科学—学前教育学]