摘要
目的 剖析幼儿园教师期望的食育素养提升方式,提出支持策略。方法 对22名幼儿园教师进行深度访谈,运用扎根理论分析访谈资料。结果 幼儿园教师食育素养提升方式有三种:他人协同型学习、自我指导型学习与资源支持型学习。幼儿园教师对他人协同型学习的需求较大,自我指导型学习的效果显著但存在差异,缺乏对学习资源的挖掘。结论 构建异质学习共同体、搭建沉浸式实践平台、共建共享食育资源能帮助幼儿园教师提升食育素养。
Objective To analyze the ways in which kindergarten teachers expect to improve their dietary education literacy and propose support strategies.Methods The in-depth interviews were conducted among 22 kindergarten teachers and the data were analyzed using grounded theory.Results There were three ways for kindergarten teachers to improve their dietary education literacy:collaborative learning with others,self-directed learning,and resource supported learning.Kindergarten teachers had a high demand for collaborative learning from others,and the effectiveness of self-directed learning was significant but there were differences,lacking in the exploration of learning resources.Conclusion Building a heterogeneous learning community,building an immersive practice platform,and jointly building and sharing dietary education resources can help kindergarten teachers improve their dietary education literacy.
作者
张译匀
Zhang Yiyun(Jiangsu Open University,Nanjing 210036,China)
出处
《健康教育与健康促进》
2024年第3期304-306,共3页
Health Education and Health Promotion
基金
江苏省高校哲学社会科学研究(2022SJYB0848)。
关键词
饮食教育
饮食教育素养
食育教师
扎根理论
Diet education
Dietary education literacy
Dietary education teacher
Grounded theory
