幼儿园教育过程公平的实践困境与形成机制——基于教师深度访谈的质性研究  

The practical dilemma and formation mechanism of equity in the process of the kindergarten education--Qualitative analysis based on in-depth interviews with preschool teachers

作　　者：王乐 WANG Le(School of Preschool Education,YuZhang Normal University,Nanchang,Jiangxi,330103,China)

机构地区：[1]豫章师范学院学前教育学院,江西南昌330103

出　　处：《豫章师范学院学报》2024年第6期100-104,共5页Journal of Yuzhang Normal University

基　　金：江西省教育科学“十三五”规划2019年度重点课题“微观视域下幼儿园教育过程公平问题研究”(编号:19ZD086)。

摘　　要：幼儿园教育过程公平是实现公平而有质量的学前教育的关键环节。基于16位幼儿教师深度访谈,依据扎根理论的三级编码分析发现:幼儿教师在践行教育过程公平时遭遇平等对待难、差异对待难与弱势补偿难三大困境。上述实践困境由幼儿教师的公平行为意愿所导致,而其公平行为意愿受到行为态度、主观规范与知觉行为控制三者的综合影响。基于研究发现,现从澄清有关概念、明确工作要求、增加有力支持、降低相关阻碍与建立有效机制等方面采取对策和建议。Process equity is the key to achieve equitable and quality education.Based on the analysis of in-depth interviews with 16 preschool teachers,it is found that there are three practical dilemmas:equal treatment,differential treatment and weak compensation,which are caused by the willingness of preschool teachers to act fairly,and their willingness is affected by the combination of behavioral attitudes,subjective norms and perceptual behavior control.Based on the findings,suggestions an advice should be put forward from the aspects of clarifying concepts and work requirements,providing strong support,reducing relevant obstacles,and establishing effective mechanisms.

关 键 词：教育过程公平 实践困境 形成机制 质性研究 

分 类 号：G612[文化科学—学前教育学]