摘要
幼儿园教师质量对学前教育事业发展具有决定性影响。基于文化存在论教育学视角编制幼儿园教师质量测评工具,运用分层随机抽样法,对上海市7个行政区的1768名幼儿园教师质量进行了问卷调查。结果发现:(1)幼儿园教师质量由生存之基、专业之智、文化之品、自由之性和信仰之情5个维度构成。(2)幼儿园教师质量中等偏上(M=3.08)。其中,专业之智(M=3.22)、生存之基(M=3.16)、信仰之情(M=3.05)得分较高,自由之性(M=2.80)、文化之品(M=2.84)得分较低。(3)总体上,随教龄增长、职称晋升、职务提高,幼儿园教师质量逐渐提升;研究生学历教师除专业之智维度外,得分均排名第1;中专学历教师专业之智维度上排名第1;学前教育专业教师得分显著高于非学前教育专业教师;优秀绩效组教师得分显著高于普通绩效组。(4)整体来看,主城区与郊区幼儿园教师质量无显著差异,但在文化之品维度上,城区教师显著高于郊区教师;公办园与民办园教师质量差异不显著;示范园教师质量显著优于一级园,一级园又显著优于二级园。(5)职称、年龄、绩效、区域对幼儿园教师质量的某一个或两个维度有显著影响,但只有职务对教师质量的所有5个维度都产生了正向显著影响,可见,承担职务有助于提升幼儿园教师的质量水平。
The quality of kindergarten teachers plays a decisive role in the development of preschool education.Based on the perspective of cultural ontology pedagogy,this study developed a tool to evaluate the quality of kindergarten teachers,and conducted a questionnaire survey on the quality of 1768 kindergarten teachers in seven administrative regions of Shanghai by using stratified random sampling method.The results showed that:(1)the quality of kindergarten teachers consists of five dimensions:the basis of survival,professional wisdom,cultural goods,freedom and belief.(2)The quality of kindergarten teachers was above average(M=3.08).Among them,the scores of professional intelligent(M=3.22),survival foundation(M=3.16),belief(M=3.05)were higher,while the scores of freedom(M=2.80)and cultural goods(M=2.84)were lower.(3)On the whole,with the increase of teaching age,professional title promotion and post improvement,the quality of kindergarten teachers was gradually improved;teachers with graduate education rank first in scores except professional intelligence;teachers with technical secondary school education rank first in professional intelligence dimension;the scores of teachers majoring in preschool education were significantly higher than those of non-preschool education majors;teachers in excellent performance group scored significantly higher than those in ordinary performance group.(4)On the whole,there was no significant difference in the quality of kindergarten teachers between the main urban area and the suburbs,but in the dimension of cultural goods,the quality of kindergarten teachers in the urban area was significantly higher than that in the suburbs;there was no significant difference in the quality of teachers between public and private kindergartens;The quality of teachers in the demonstration park was significantly better than that in the first-level park,and the first-level park was significantly better than that in the second-level park.(5)Professional title,age,performance and region had significant impacts on one or two dimensions of kindergarten teachers’quality,but only assume office had a positive impact on all five dimensions of kindergarten teachers’quality.It can be seen that assume office is helpful to improve the quality level of kindergarten teachers.
作者
底会娟
李召存
姜勇
DI Huijuan;LI Zhaocun;JIANG Yong(College of Preschool Education,Hebei Normal University,Shijiazhuang 050024,China;Faculty of Education,East China Normal University,East China Normal University Branch Center,National Innovation Center of Assessment of Basic Education Quality,Shanghai 200062,China)
出处
《教育学报》
CSSCI
北大核心
2023年第2期158-175,共18页
Journal of Educational Studies
基金
2018年国家社科重大项目“我国普惠性学前教育公共服务体系建设的路径和机制研究”(项目编号:18ZDA336)研究成果
中国基础教育质量监测协同创新中心重大成果培育性项目“学前教育质量评价的文化回应性研究”(项目编号:2019-02-009-B2PK01)研究成果。
关键词
文化存在论教育学
幼儿园教师
教师质量
教师评价
cultural ontology pedagogy
kindergarten teachers
the quality of teachers
teacher evaluation
