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目的:研究幼儿教师教学监控能力及其与教学动机、职业自我概念之间的关系。方法:对北京、福州两地319名幼儿教师进行问卷调查。结果:①已婚幼儿教师教学监控能力要显著高于单身教师。②不同教龄的幼儿教师教学监控能力在总体上不存在显著差异,但在计划与准备性、反馈与评价性、控制与调节性上存在显著差异。③中等教育学历和高等教育学历幼儿教师在教学监控能力的计划与准备性、课后反省性上存在显著差异。④教学动机与教学监控能力有显著相关。⑤职业自我概念与教学监控能力有显著相关。⑥教学动机在职业自我概念和教学监控能力之间发挥中介作用。结论:幼儿教师教学监控能力与婚姻状况、教龄、受教育程度有关,教学动机在职业自我概念和教学监控能力之间发挥中介作用。
Objective: To study the relationship between kindergarten teachers’ teaching monitoring ability and teaching motivation and occupational self-concept. Methods: 319 preschool teachers in Beijing and Fuzhou were surveyed. Results: ① The ability of married preschool teachers in teaching monitoring was significantly higher than that of single teachers. ② There is no significant difference in the teaching supervision ability among preschool teachers of different teaching ages. However, there are significant differences in planning and preparation, feedback and evaluation, control and regulation. ③ secondary education and higher education qualifications Kindergarten teachers in teaching monitoring ability of the planning and preparation, there are significant differences in after-school reflections. ④ teaching motivation and teaching monitoring ability is significantly related. ⑤ Vocational self-concept and teaching monitoring ability are significantly related. ⑥ teaching motivation in career self-concept and teaching monitoring ability to play an intermediary role. Conclusion: The ability of kindergarten teachers in teaching monitoring is related to marital status, teaching age, and education level. The teaching motivation plays an intermediary role between professional self-concept and teaching monitoring ability.