幼儿园教师正念与课堂管理能力的关系:情绪智力的中介作用  

The Relationship between Mindfulness and Classroom Management Ability of the Kingdergarten Teachers: the Intermediary Role of Emotional Intelligence

作　　者：底会娟[1] 伦雨婷 娄晓雪 DI Hui-juan;LUN Yu-ting;LOU Xiao-xue(Department of Pre-school Education,Hebei Normal University,Shijiazhuang 050024,Hebei,China)

机构地区：[1]河北师范大学学前教育系,河北石家庄050024

出　　处：《兵团教育学院学报》2024年第4期73-78,84,共7页Journal of Bingtuan Education Institute

基　　金：河北省教学改革项目“0~3岁婴幼儿早期教育教师专业准入标准的研制研究”(2021XJJG007);河北师范大学2020年度人文社会科学校内科研基金项目“0~3岁婴幼儿托育机构服务质量评估指标体系的构建研究”(S20B043)。

摘　　要：为探讨幼儿园教师正念水平与情绪智力对其课堂管理能力的影响,研究对496位幼儿园教师进行问卷调查,发现幼儿园教师课堂管理能力、情绪智力、正念之间均呈现显著的正相关关系,正念既直接作用于课堂管理能力,也以情绪智力为中介间接影响课堂管理能力,情绪智力在正念和课堂管理能力之间起部分中介作用。提升幼儿教师的正念水平有利于提升其情绪智力,从而促进课堂管理能力的提高。In order to explore the influence of kindergarten teachers'mindfulness level and emotional intelligence on their classroom management ability,through a questionnaire survey of 496 kindergarten teachers,it is found that there is a significant positive correlation between kindergarten teachers'classroom management ability,emotional intelligence and mindfulness.Mindfulness not only directly affects classroom management ability,but also indirectly affects classroom management ability as a intermediary role through emotional intelligence,and emotional intelligence plays a partial intermediary role between mindfulness and classroom management ability.Improving the mindfulness level of kindergarten teachers is conducive to improving their emotional intelligence,thus contributing to the improvement of classroom management ability.

关 键 词：幼儿园教师 正念 课堂管理能力 情绪智力 

分 类 号：G615[文化科学—学前教育学]