| 吴海龙.民族地区幼儿园环境对幼儿教师自主学习的影响——幼儿教师园所文化认同的中介作用[J].陕西学前师范学院学报,2021,37(11):70-77 |
| 民族地区幼儿园环境对幼儿教师自主学习的影响——幼儿教师园所文化认同的中介作用 |
| The Influence of Kindergarten Environment on Preschool Teachers’Autonomous Learning in Ethnic Areas: Mediated by Preschool Teachers’Kindergarten Cultural Identity |
| 投稿时间：2021-08-10 修订日期：2021-09-08 |
| DOI：doi：10. 11995/j. issn. 2095-770X. 2021. 11. 010 |
| 中文关键词: 幼儿园环境 幼儿教师 园所文化认同 自主学习 民族地区 |
| 英文关键词: kindergarten environment preschool teacher kindergarten cultural identity autonomous learning ethnic areas |
| 基金项目:甘肃省高等学校创新基金项目（2020B-392） |
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| 中文摘要: |
| 探寻幼儿园环境、教师园所文化认同对教师自主学习的影响，为幼儿教师自主学习水平的提升和干预提供科学依据，采
用整群随机抽样法在甘肃省民族地区选取305位幼儿教师进行问卷调查。结果显示：民族地区幼儿园环境得分偏低，且表现
出低幼儿园支持系统、幼儿园规章制度和教师文化；民族地区幼儿教师园所文化认同度低，呈现出低行为认同和情感认同，高
认知认同；幼儿园环境、幼儿教师园所文化认同可显著正向预测幼儿教师自主学习；幼儿教师园所文化认同在幼儿园环境对幼
儿教师自主学习的影响中起不完全中介效应，中介效应占比为32%。针对调研现状及研究问题提出，建立和谐稳定的幼儿园
环境，完善幼儿教师自主学习支持系统；以园所文化的社交性和团结性为依托，加强情感认知和行为认知；以园所文化的激励
性和公平性为重点，提升幼儿教师专业发展的自主性。 |
| 英文摘要: |
| This paper explores the impact of kindergarten environment and kindergarten culture identity on autonomous learning，so as
to provide a scientific basis for the improvement and intervention of kindergarten teachers' autonomous learning level. 305 preschool
teachers were selected in ethnic minority areas of Gansu Province by cluster random sampling. The results show that the kindergarten
environment score in ethnic minority areas is low and shows a low kindergarten support system，kindergarten rules and regulations and
teacher culture; The cultural identity of the park is low，showing low behavioral identity，emotional identity and high cognitive identi⁃
ty; Kindergarten environment and kindergarten cultural identity can significantly predict autonomous learning; Kindergarten cultural
identity plays an incomplete mediating effect in the impact of kindergarten environment on autonomous learning，accounting for 32%.
According to the research status and problems，it is proposed to establish a harmonious and stable kindergarten environment and im⁃
prove the autonomous learning support system; strengthen emotional and behavioral cognition based on the sociality and unity of the
kindergarten culture; and focus on the incentive and fairness of kindergarten culture to improve the autonomy of preschool teachers'
professional development. |
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