| 吴海龙,余 倩,孙民从.幼儿园教师园所文化认同现状及提升策略研究[J].陕西学前师范学院学报,2019,35(5):99-104 |
| 幼儿园教师园所文化认同现状及提升策略研究 |
| A Survey of Kindergarten Teachers’ Cultural Identity and Promotion Strategies |
| 投稿时间：2018-11-02 修订日期：2018-12-31 |
| DOI：10.11995/j.issn.2095-770X.2019.05.021 |
| 中文关键词: 幼儿园教师 园所文化认同 调查研究 |
| 英文关键词: kindergarten teachers kindergarden culture identity investigation |
| 基金项目:国家社会科学基金教育学一般课题（BBA150017） |
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| 中文摘要: |
| 园所文化建设是提升幼儿园工作效能，提升保教质量的重要部分。幼儿园文化的核心价值和作用要通过幼儿园教育主体的认同机制发挥作用。笔者主要采用问卷调查法，以武汉市302位幼儿园教师为研究对象，对幼儿园教师园所文化认同现状进行调查研究。研究发现，幼儿园教师园所文化认同表现出高行为认同、情感认同，低认知认同；学历、幼儿园所在地、教龄、幼儿园性质、职称和幼儿园类型等因素对幼儿园教师园所文化认同有不同程度的影响；园所文化认知认同和情感认同对园所文化行为认同具有显著的预测性。 |
| 英文摘要: |
| The construction of kindergarten culture is an important part in improving the efficiency of kindergarten work and the quality of kindergarten education.In this study,302 kindergarten teachers in Wuhan are selected as the subjects to investigate the status quo of kindergarten teachers’ cultural identity.The study finds that: kindergarten teachers’ behavior identity and emotional identity are at a high level,while their cognitive identity is at a low level.Teachers’ educational background,kindergarten location,teaching age,nature of kindergarten,professional title and type of kindergarten are factors that influence kindergarten teachers’ cultural identity in varying degree.Cognitive identity and emotional identity can largely predict teachers’ cultural identity. |
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