| 王中华，王婧.“强师计划”背景下幼儿教师科研困境及对策[J].陕西学前师范学院学报,2022,38(10):65-71 |
| “强师计划”背景下幼儿教师科研困境及对策 |
| The Dilemma and Countermeasures of Early Childhood Teachers’ Scientific Research under the Background of the“Plan to Strengthen Basic Education Teacher Force” |
| 投稿时间：2022-06-30 修订日期：2022-08-09 |
| DOI：10. 11995/j. issn. 2095-770X. 2022. 10. 009 |
| 中文关键词: “强师计划” 扎根理论 幼儿教师科研 困境 对策 |
| 英文关键词: “Plan to Strengthen Basic Education Teacher Force” Grounded Theory early childhood teacher research dilemma countermeasures |
| 基金项目:中国高等教育学会教师教育分会“‘十四五’教师教育发展规划与教师教育未来发展”分会课题（20ZSJSJYYB04）。 |
|
| 摘要点击次数: 545 |
| 全文下载次数: 316 |
| 中文摘要: |
| 幼儿教师是推动学前教育高质量发展的重要因素，其科研发展水平是衡量学前教育质量的重要指标。研究基于扎根理论，通过开放式编码、主轴式编码和选择性编码三级编码的方式，深入挖掘幼儿教师科研存在科研认知模糊、科研能力不足、科研行为异化、科研生态不良等问题。基于此，提出幼儿教师树立科研观念、提高科研能力、重建科研行为、改善科研环境的对策。 |
| 英文摘要: |
| Preschool teachers are an important factor in promoting the high-quality development of preschool education, and their scientific research development level is an important indicator to measure the quality of preschool education. Based on the Grounded Theory, the research explores the dilemmas of preschool teachers’ scientific research such as vague scientific research cognition, insufficient scientific research ability, alienation of scientific research behavior, and poor scientific research ecology through the three-level coding of open coding, spindle coding and selective coding. Based on this, we put forward countermeasures for preschool teachers to establish scientific research concepts, improve scientific research capabilities, reconstruct scientific research behavior, and improve the scientific research environment. |
|
查看全文
查看/发表评论 下载PDF阅读器 |
| 关闭 |
