幼儿园教师游戏观:现状考察、影响因素与优化建议  

Play Belief of Preschool Teachers: Investigation, InfluencingFactors and Suggestions

作　　者：杨莉君[1] 张娟[1] YANG Li-jun;ZHANG Juan(College of Educational Science/Center for Preschool Education Development,Hunan Normal University,Changsha,Hunan,410081,China)

机构地区：[1]湖南师范大学教育科学学院/学前教育发展研究中心,湖南长沙410081

出　　处：《教师教育研究》2023年第5期114-121,共8页Teacher Education Research

基　　金：湖南省“十四五”教育科学规划学前教育研究基地专项重点资助项目“湖南省农村普惠性幼儿园保教质量提升研究:理论逻辑与实践路径”(XJK22ZDJD30)阶段性成果之一。

摘　　要：基于游戏在幼儿园的核心地位,幼儿园教师的游戏观已然成为其专业发展的关键内容。本研究采用自编问卷对1076名幼儿园教师进行调查后发现,当前幼儿园教师的游戏观总体比较科学,且呈现出理解的多维性与复杂性、个体的差异性与独特性的特征;但同时也表现出过程体验的模糊性与内隐性;另外,学历、专业背景与园所性质对幼儿园教师游戏观产生重要影响。以上结果对进行幼儿园教师游戏观研究具有理论价值与实践意义。Based on the significant position of play in kindergartens,preschool teachers’belief of play has become the key content of their professional development.In this study,1076 preschool teachers were surveyed with a scale.The research found that the teachers’view of play is relatively scientific,and presents characteristics of multi⁃dimension⁃ality and complexity of understanding,individual differences and uniqueness;meanwhile,it also shows the ambiguity and implicitness of process experience;Additionally,education background,majors and the nature of kindergartens have important influence on preschool teachers’play views.The above results have theoretical and practical value.

关 键 词：幼儿园教师 游戏观 影响因素 优化建议 

分 类 号：G610[文化科学—学前教育学]