摘要
学前教育专业毕业生是当前幼儿园教师的主力军,他们对自己班级管理能力的感知会直接影响其职业信心、职业认同和入职适应。本研究通过大五人格量表和教师班级管理效能感问卷对上海某两所高校558名学前教育专业本科生进行了调查,结果发现不同年级学前教育专业本科生的班级管理效能感存在显著差异,大一学生的班级管理效能感最高,大二学生最低,大三、大四学生的班级管理效能感又逐渐提高;职前教师的一些人格特征如外倾性、情绪稳定性、开放性、尽责性与其班级管理效能感显著正相关,并能正向预测其班级管理效能感,人格的宜人性维度与其班级管理效能感不存在显著相关,也不能显著预测其班级管理效能感。这与不同阶段学前职前教育的专业理论课程设置、活动安排及见实习时间与形式等有密切关联,同时受到大学生不同人格特征的影响。今后应努力完善幼儿园教师职前教育课程、见实习形式和时间安排,保证职前培养师资,同时还应通过专业课程教育、团体活动、通识教育等促进职前教师内心积极体验和成长,培养其积极的人格特质,进而提高其班级管理效能感,为其将来顺利入职打下良好的心理素质基础。
Undergradvates major in preschool education is becoming the main source of kindergarten teachers. Their perception of their own classroom management ability will directly affect their professional identity and adaption. 558 undergraduates from two universities of Shanghai major in preschool education completed the big five personality inventory and classroom management self-efficacy questionnaire. Results showed that the class management self-efficacy of different grades had significant differences. Grade 1 students＇ classroom management self-efficacy was highest, that of Grade 2 the lowest, while that of Grade 3 and 4 began increasing. At the same time, their classroom management self-efficacy was significantly positively related to extroversion of personality, emotional stability, openness and conscientiousness. The dimension of agreeableness was not significantly related with their self-efficiency. Some personality traits, such like extroversion, emotional stability, openness, and conscientiousness could significantly predict their classroom management self-efficacy. The professional curriculum, different practice experience of ＂ students in four grades resulted in the differences of their classroom management self-efficacy. The training of pre-service teachers can be improved by reform in curriculum, schedule and time of practice and assurance of teachers in university. Promoting students＇ growth and positive experiences is a good way to cultivate their positive personality, which can be done through strengthening professional curriculum, group activities and so on.
出处
《学前教育研究》
CSSCI
北大核心
2016年第10期57-66,共10页
Studies in Early Childhood Education
基金
教育部人文社会科学规划项目"学前儿童社会-情绪学习(SEL)的理论与实践研究"(编号:15YJA880033)
上海市教育科学研究重点项目"以儿童发展为中心的家庭与社区教育:基础
体系与路径"(编号:C-6133-13-020001)
关键词
班级管理
自我效能感
职前教师
class management, self-efficacy, pre-service teachers
