幼儿园男教师的胜任力对幼儿性别角色发展的影响

幼儿教师在幼儿的生活和学习模式中起着教育与引导的作用,在幼儿园引进男教师有利于幼儿形成健康平等的两性角色,促进幼儿个性全面和谐发展。为更好发挥男教师胜任力对幼儿角色发展的影响,男教师应健全自身人格,培养健康胜任力;培养敬业精神,内化品德胜任力;加强知识学习,整合知识胜任力;注重家园互动,提高能力胜任力。     

试析幼儿园男教师的胜任力对幼儿性别角色发展的影响

传统意义上的幼儿园清一色的娘子军．女性教师由于具有心细、手巧的优点．对幼儿的护理相比男性更有优势。但由于幼儿园是男女幼童混合的教育场所．长期的单一的女性教师的照料和教育对幼儿性别的塑造会产生一定的负面影响,基于此,部分幼儿园开始接受男性教师。本文在此背景下对幼儿园男性教师的胜任力对幼儿性别影响进行研究。     

家庭教育促进大班幼儿学习品质的养成

对于处在幼儿期的孩子尤其是大班幼儿应重在培 养他们的学习品质,以为升入小学打下良好基础。家庭教育 中,用积极的态度对待幼儿的好奇心和学习兴趣;满足幼儿的 认知需求;注重培养幼儿的坚持性与专注力;建立良好的家庭 常规等来促进大班幼儿学习品质的养成,为学业发展打下坚实 的基础。     

家庭教育中适度培养学前幼儿学习品质的基本途径

家庭教育对学前教育阶段幼儿学习品质的形成有着重要作用和影响。本文提出在家庭教育中遵循幼儿发展规律与成长需求的基础上,要培养幼儿专注做事的态度、积极投入的行为、主动克服困难的意识及持久坚持等学习品质。基于生理、心理及环境三方面思考,采取建立观念因人施教、树立榜样、创设环境的方式,探索出倾听辨别、表达概括、认知理解及心理定向等幼儿的学习品质策略与方法,促进幼儿成长与未来发展。     

家庭教育时间的投入对5—6岁幼儿学习品质的影响

近年来,有关学习品质的研究开始成为众多国家学前教育改革关注的焦点。本文通过阅读文献、问卷调查等方法,以哈尔滨市六所不同生源、不同性质的幼儿园中的5—6岁的幼儿及其家长作为研究对象,通过自行编制的调查问卷,分析5—6岁幼儿学习品质的发展现状及家长在家庭教育时间的投入情况对5—6岁幼儿学习品质产生的影响,为家长提供有效促进幼儿学习品质发展的家庭教育指导建议。     

幼儿学习品质的培养探究

学习品质主要是指与学习相关的所有基本素养,其对于幼儿的成长有着重要的影响。尤其是在幼儿开始学习部分知识后,学习品质更是成为幼儿核心素养形成的关键组成部分。故此教师应运用合理的方式培养幼儿的学习品质,促进幼儿健康成长。     

木工活动对幼儿学习品质的影响研究

木工活动作为一种活动类型存在于幼儿园中,其对幼儿学习品质有着积极影响。文章以木工活动为自变量,以大班幼儿的计划性、创造性、坚持性、主动性和反思性这五个维度的学习品质为因变量,设计并开展木工活动。从量化和质性两方面综合分析发现,试验班幼儿五个维度的学习品质的平均值均高于对照班幼儿,这说明木工活动对大班幼儿学习品质的培养具有积极作用,其中计划性的提升最为明显,其次是主动性和反思性,最后是创造性和坚持性。     

中学教师胜任力对职业压力应对策略的影响研究

探索中学教师的职业压力应对策略与其胜任力的关系。方法：采用教师胜任力问卷和职业压力应对问卷对河南的262位中学教师进行调查。结果：（1）调控型应对、情绪型应对与教师胜任力及九个因子呈显著正相关,维持型应对和教师胜任力及九个因子呈显著负相关,求助型应对仅与关注学生、人际沟通呈显著负相关。（2）个人特质、关注学生和信息收集对调控型应对具有正向预测作用;人际沟通对维持型应对具有负向预测作用;个人特质和人际沟通对求助型应对具有显著预测作用,人际沟通是负向预测作用;关注学生对情绪型应对具有正向预测作用。结论：中学教师的职业压力应对策略与胜任力各维度存在显著相关。教师胜任力水平越高,越易于选择调控型和情绪型等比较成熟的应对方式。     

音乐游戏促进幼儿学习品质发展研究

本文立足于幼儿园教育实践,依次从“可行性”以及“切入点”这两个方面入手,针对音乐游戏促进幼儿学习品质发展这一主题进行了细致的阐述与探讨。旨在于通过有趣、好玩的音乐游戏推动幼儿们更好地学习音乐知识,初步收获音乐鉴赏素养,与此同时,促进自身学习品质的发展,为日后的长远学习奠定坚实而有力的基础。     

人工智能时代对学前儿童学习影响研究

"Alpha Go"在人机围棋对决中战胜了人类,掀开了人工智能时代的新篇章。在人工智能时代下,新技术的革新带给人们无尽的想象,而学前教育作为教育领域中的一种,渴望运用新手段、新技术来创新学科领域的发展。本文在人工智能时代背景下,通过人工智能对学前儿童学习产生的影响,发现人工智能在幼儿学习中存在的问题,进一步提出相应的指导建议,使幼儿在新技能时代的环境中得到适应与发展。     

学前儿童互联网学习中的家长态度及影响因素

在"互联网+教育"生态发展的背景下,各界对互联网学习如何影响学前儿童发展存在争议,但家长的态度始终是学前儿童开展互联网学习的主要干预因素。文章结合5位"80后"、"90后"家长的访谈和已有技术接受/技术抵制模型的影响因素建立研究假设,收集了来自新疆、浙江两地幼儿园295位家长的问卷,探寻家长对学前儿童互联网学习的态度及影响因素。结果显示,尽管大多数家长对儿童互联网学习持积极态度,但对其负面影响的担忧会变成家长为儿童选择互联网学习的抵制因素;尽管初次使用的原因各不相同,但"绩效期望"是最重要的影响因素;针对调查结果呈现的现实问题,文章分析原因并提出了建议。     

学前儿童主动学习指标体系研究

作为学前儿童学习品质的核心要素和重要组成部分,主动学习对个体的终身学习与发展具有重要奠基作用。为了帮助幼儿园教师观察、识别和支架学前儿童主动学习品质的发展,研究通过理论研究和实证研究的并置和比对建构了学前儿童主动学习的关键发展指标体系,包含5个基本维度,11个关键发展指标和33个针对关键发展指标的发展阶段描述。其中5个基本维度分别是:主动参与、主动发现、主动探索、主动交往和主动合作;11个关键发展指标是:适应融入、计划选择、善于观察、喜欢提问、敢于尝试、问题解决、目标坚持、乐于接触、互动表达、冲突解决和分工协作。     

Instructional Guidance and Realism of Manipulatives Influence Preschool Children's Mathematics Learning

Educators often use manipulatives when teaching mathematics because manipulatives are assumed to promote learning. However, research indicates that instructional variables impact the effectiveness of manipulatives. In this article, the authors consider the relations between two instructional characteristics: (a) level of instructional guidance and (b) perceptual qualities of manipulatives. Results from the randomized experiment with preschoolers (N = 72) suggest that learning is improved when instruction is conducted with high levels of instructional guidance and is impacted by the perceptual qualities of manipulatives. Perceptually rich manipulatives decreased learner performance on outcomes associated with conceptual knowledge and improved performance on transfer of learning. In addition, transfer was positively affected by perceptually rich manipulatives when low levels of instructional guidance were present.     

家长参与对学前儿童入学准备的影响

本研究以316名大班幼儿及其家长为研究对象,调查家长参与现状,同时探究家长参与及相关背景因素对学前儿童入学准备的影响,结果发现家长的家庭参与度显著高于学校参与和家校沟通;家长参与的各维度与学前儿童整体入学准备水平存在显著性正相关,其中家庭参与正向预测学前儿童的整体入学准备水平,但是学校参与和家校沟通对儿童入学准备没有显著影响;女孩的入学准备整体水平高于男孩,完整家庭的儿童入学准备水平显著高于单亲家庭,中等收入家庭的儿童入学准备水平显著高于低收入家庭。为进一步提高家长的参与水平和质量,进而促进儿童的入学准备,需要转变家长教育观念,充分利用社区资源,丰富家长参与的形式和内容。     

家庭离异对学前儿童身心影响的个案研究

近年来,我国公民的离婚率呈逐年上升趋势,导致离异家庭中的儿童增多。家庭离异本身对儿童的身心发展颇具意味。文章通过对幼儿园离异家庭中的两个儿童个案研究,探讨家庭离异对儿童身心的影响,为离异家庭儿童身心正常发展提供参考。     

Parents and Children Learning Together A Study of the Effectiveness of Parental Involvement on Children's Problem Solving Skills

This study developed from the findings of a previous set of studies into parental involvement in pre-school education. Amongst some interesting results, significant were parents concerns, and uncertainties about their roles in facilitating the learning experiences of their children in the home environment.

Additionally, the findings revealed that when parents do spend time with their children, reading stories and playing board games were popular past-times. Research elsewhere reveals that the kinds of pre-school activities most effective in the development of thinking skills, involve construction, drawing and board games. Thus, an aim of this study, is to investigate the extent to which parents' understanding of the competencies involved in these activities, affects their involvement in them at home and the progress of their children in school.

This paper presents the findings of a pilot study of the role of the tutor in problem solving. It is an attempt to identify the kinds of knowledge and information about children that tutors, and subsequently parents, would need to have to be effective, and the kinds of activities which elicit developmentally appropriate strategies in children when presented with problem solving tasks. The results show that if parents are to be effective as collaborators in their children's learning, an understanding of qualitative differences in children, the kinds of activities and experiences provided, and methods of presentation, are vital factors for success.     

学前儿童生命认知现状研究

生命教育是贯穿人的生命发展全程的终身教育,它有非常丰富的内涵。儿童时期的生命教育可为其今后一生的可持续发展奠定基础。当前,应该从生命起源教育、生命本质教育、生命安全教育、爱心教育和死亡教育这五个方面加强对学前儿童的生命教育。     

High-Quality Preschool: The Socioeconomic Composition of Preschool Classrooms and Children's Learning

Research Findings: As policymakers expand access to preschool, the sociodemographic composition of preschool classrooms will become increasingly important. These efforts may create programs that increase the concentration of children from low-income families or, alternatively, foster the creation of socioeconomically diverse preschool classrooms. What effect the creation of such contexts would have on very young children remains unclear. Using multilevel methods and data on 2,966 children in 704 prekindergarten classrooms, this study explores the relationship between socioeconomic classroom composition and children's social and cognitive development. The results indicate positive associations between the mean socioeconomic status (SES) of the class and children's receptive language, expressive language, and mathematics learning, regardless of children's own sociodemographic backgrounds and the characteristics of their classrooms. However, the analyses indicate no association between the development of social competence and class mean SES. Practice or Policy: The links between classroom SES and language and mathematics development were comparable in size to those associated with instructional quality and even children's own SES. Neither structural nor instructional characteristics of prekindergarten classrooms explained these relationships, suggesting the possibility of direct peer effects. The findings indicate that the composition of children's classrooms should be considered an important aspect of preschool quality.     

家长参与子女学前一年教育状况的调查研究——以重庆市为例

研究者从重庆市4区县各1所公办一级幼儿园中随机抽取学前班或大班幼儿的家长进行调查,结果发现,家长参与子女学前一年教育的行为表现呈不均衡状态:以家庭为中心的参与显著优于以机构为中心的参与;母亲参与子女学前一年教育的行为表现较好,父亲相对较差;学历、家庭收入水平与家长参与子女学前一年教育的行为呈正相关,是影响家长参与的重要因素.根据调查结果,研究者提出了相关建议.