幼儿园教师传统文化素养何以涵养:现状评估与提升路径  

How to Cultivate Traditional Cultural Literacy of Kindergarten Teachers:Current Situation Evaluation and Improvement Path

作　　者：许红星 朱宗顺[3] Xu Hongxing;Zhu Zongshun(College of Education,Zhejiang Normal University,Jinhua,Zhejiang,321004;Guangxi College for Preschool Education,Nanning,Guangxi,530022;College of Child Development and Education,Zhejiang Normal University,Hangzhou,Zhejiang,311231)

机构地区：[1]浙江师范大学教育学院,浙江金华321004 [2]广西幼儿师范高等专科学校,广西南宁530022 [3]浙江师范大学儿童发展与教育学院,浙江杭州311231

出　　处：《幼儿教育》2024年第30期25-30,共6页Early Childhood Education

基　　金：浙江省哲学社会科学规划2023年度重点课题“适宜乡村振兴的农村学前教育发展指标与机制研究”(课题编号:23NDJC008Z);2022年度广西高校中青年教师科研基础能力提升项目“广西幼儿教师传统文化素养现状调查及提升路径研究”(项目批准号:2022KY0951)的研究成果之一。

摘　　要：幼儿园教师的传统文化素养对于传承和发扬中华优秀传统文化至关重要。本研究先借鉴相关研究文献和访谈资料,自编调查问卷,经项目分析、探索性因素分析和信效度检验,建构起以传统文化认知、传统文化认同和传统文化运用为一级指标的幼儿园教师传统文化素养结构;再运用问卷调查幼儿园教师的传统文化素养情况,发现其传统文化素养总体处于中等水平,其中,传统文化认同显著高于中等水平,但传统文化认知和传统文化运用显著低于中等水平。基于此,本研究提出了相关建议。The traditional cultural literacy of kindergarten teachers is crucial for inheriting and promoting excellent Chinese traditional culture.This study first consulted relevant literature and interview data,and then created a survey questionnaire,which was analyzed through project analysis,exploratory factor analysis,and reliability and validity testing.Based on this,a structure of traditional cultural literacy for kindergarten teachers was established,which includes three primary indicators:traditional cultural cognition,traditional cultural identity,and traditional cultural application.A survey was then conducted to investigate the traditional cultural literacy of kindergarten teachers,revealing that their overall traditional cultural literacy was at a moderate level.Specifically,traditional cultural identity was significantly higher than the moderate level,while traditional cultural cognition and traditional cultural application were significantly lower than the moderate level.Based on these findings,this study provides relevant recommendations.

关 键 词：传统文化素养 幼儿园教师 传统文化认知 传统文化认同 传统文化运用 

分 类 号：G615[文化科学—学前教育学]