幼兒園工作環(huán)境對教師自主學(xué)習(xí)的影響

摘要： 幼兒園是教師日常工作和自主學(xué)習(xí)真正發(fā)生的場域,以全國3111位幼兒園教師為研究對象,通過問卷調(diào)查深入了解幼兒園工作環(huán)境對教師自主學(xué)習(xí)的影響,結(jié)果表明,雖然教師年齡、教齡、學(xué)歷和園所性質(zhì)、規(guī)模、等級對教師自主學(xué)習(xí)都有一定程度的影響,但是幼兒園工作環(huán)境因素的影響力度明顯高于這些背景因素;構(gòu)成幼兒園工作環(huán)境的管理制度、精神環(huán)境、學(xué)習(xí)機(jī)會(huì)、資源條件四因素對教師自主學(xué)習(xí)的影響力度依次遞減。為促進(jìn)教師自主學(xué)習(xí),幼兒園應(yīng)努力改善其工作環(huán)境,包括建立體現(xiàn)人文關(guān)懷的管理制度,賦予教師學(xué)習(xí)的自主權(quán);營造平等互助的學(xué)習(xí)氛圍,創(chuàng)設(shè)利于教師學(xué)習(xí)的精神環(huán)境;拓展園所內(nèi)外的學(xué)習(xí)機(jī)會(huì),實(shí)現(xiàn)學(xué)習(xí)渠道的多樣化;加強(qiáng)信息化軟硬件建設(shè),豐富教師學(xué)習(xí)資源。
Self-directed learning has become the core competency of teachers. Although teachers' self-directed learning is a highly individualized activity,it is also the result of interaction between teachers and situations. In view of the fact that preschool is the place where teachers 'daily work and self-directed learning really take place. In this study,3,111 preschool teachers in China were selected as the research objects,and the influence of preschool work environment on teachers' self-directed learning was deeply understood through questionnaire survey. The results show that teachers 'age,teaching age and education, nature, scale and grade of preschools have a certain influence on teachers' self-directed learning. In contrast,preschool work environmental factors have a higher impact. Preschool work environmental factors including management system,spiritual environment,learning opportunities and resource conditions have a significant positive impact on teachers' self-directed learning,and the impact decreases in turn. Therefore,from the perspective of work environment,preschools should strive to provide appropriate support from management system,spiritual environment,learning opportunities and resource conditions respectively. In addition,government departments should ensure the background factors of preschools up to standard through financial investment and vigorous development of generalized preschools.