| 田秀玉，严仲连， 张兰香.双因素理论下英国激励幼儿教师持续学习的经验与启示[J].陕西学前师范学院学报,2022,38(8):111-117 |
| 双因素理论下英国激励幼儿教师持续学习的经验与启示 |
| The Experience and Enlightenment of Encouraging Preschool Teachers’Continuous Learning in Britain Based on The Two-factor Theory |
| 投稿时间：2022-05-15 修订日期：2022-06-14 |
| DOI：10. 11995/j. issn. 2095-770X. 2022. 08. 014 |
| 中文关键词: 幼儿教师 持续学习 双因素理论 激励 英国 |
| 英文关键词: preschool teacher continuous learning two-factor theory encourage Britain |
| 基金项目:江苏高校哲学社会科学一般项目（2022SJYB0543）湖南省妇女理论与实践研究课题（21YB06） |
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| 中文摘要: |
| 幼儿教师持续学习是提高幼儿教师队伍素质以及优化学前教育质量的内在要求。英国高质量的学前教育离不开幼儿教师队伍的持续学习。依据双因素理论对其相关经验分析发现：英国以明确的要求与标准、动态的监督与评价和充足的资金支持等保健因素，提高幼儿教师社会地位、强化幼儿教师专业认同和设置内在连续的发展空间等激励因素，以及兼具保健与激励的薪酬制度共同保障和激励幼儿教师持续学习。梳理和总结英国激励幼儿教师持续学习的实践经验，可为我国幼儿教师的专业化发展提供有益借鉴。 |
| 英文摘要: |
| The preschool teachers' continuous learning is the intrinsic requirement of improving the quality of kindergarten teachers and optimizing the quality of preschool education. High-quality preschool education in Britain cannot be separated from the continuous learning of the preschool teachers. According to the analysis based on the two-factor theory， we have found: With the aid of hygiene factors of clear requirements and standards， dynamic supervision and evaluation， sufficient financial support， motivation factors of improving the preschool teachers' social status， strengthening the preschool teachers' professional identity， setting up internal continuous development space， and a salary system that combines hygiene factor and motivation factor， Britain has effectively encouraged the continuous learning of preschool teachers. Combing and summarizing the practical experience of encouraging preschool teachers' continuous learning in Britain can provide useful reference for the professional development of preschool teachers in China. |
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