摘要
当前我国学前教育事业正向规模与质量并重的内涵式发展方式转变。师幼比是影响幼儿园教育质量的重要结构性要素。当前我国幼儿园师幼比较低,是制约幼儿园教育改革与发展的突出问题。立足于我国国情与现实条件,研究师幼比对幼儿园教育特别是集体教学质量的影响,不仅符合我国当前学前教育事业发展与改革的方向,而且对提升幼儿园整体教育质量具有重要而现实的意义。本研究通过一项准实验设计,以2所幼儿园18个班的440名幼儿和30名教师为研究对象,综合运用测查法、观察法和访谈法,分析不同在场师幼比和分组形式对集体教学质量的影响。结果发现随着在场师幼比的提高,幼儿的学习结果与参与度、教师对个体幼儿的关注度和评价的准确度均有所提高。进一步的分析发现,当均采取全班集体的教学组织形式时,较高师幼比和较低师幼比条件下集体教学活动效果的差异不显著;当师幼比均较高时,采取半班分组形式的教学活动效果显著优于全班集体教学。在场师幼比不仅会直接影响师幼互动和幼儿的学习与发展,而且这种影响也会受到分组形式的制约。此外,在场师幼比还会制约教师在集体教学活动中专业能力的发挥。为有效应对我国幼儿园师幼比较低的现实对幼儿园教育质量的制约,应系统改革我国幼儿园现行的教学管理制度,包括调整教师工作制度和作息制度,提高在场师幼比,增进教师之间的分工与配合,并优化分组形式,从而提高集体教学活动的质量。
Nowadays, early childhood education of China has been transforming to the mode of highlighting both scale and quality. Teacher-to-child ratio is an important factor that influencing the quality of early childhood education. However, the teacher-to-child ratio of Chinese kindergarten is relative low. Taking 440 children and 30 preschool teachers from 18 classes in 2 kindergartens as research sample, the study designed a quasi-experiment and employed the method of survey, observation and interview to analyze the impact of on-site teacher-to-child ratio and the form of group-dividing on the quality of kindergarten instruction. It was found that the higher the teacher-child ratio, the better the children＇s achievement, the higher degree of children＇s involvement, and the more attention and more accurate assessment of teachers to every single child. And it was further found that there＇s no statistically significant difference between the lower ratio and the higher ratio when the teachers took the form of large group instruction. However, when the teacher-child ratio achieved higher, there＇s significant difference between the quality of large group instruction and small group instruction such as half-class group-dividing instruction. Therefore, it was concluded that on-site teacher-to-child ratio could influence the teacher-to-child interaction and the learning and development of children directly, but the influence would also be restricted by the form of instruction. It was suggested that kindergartens＇ management system should be reformed, including teachers＇ working system and the work and rest routine system, to enhance the on-site teacher-to-child ratio, optimize the form of group-dividing, and strengthen the cooperation between teachers to improve the quality of instruction eventually.
出处
《学前教育研究》
CSSCI
北大核心
2016年第5期3-14,共12页
Studies in Early Childhood Education
基金
国家社科基金重大项目(编号:14ZDB160)
关键词
教学质量
师幼比
在场师幼比
分组教学
集体教学
quality of pedagogy, teacher-to-child ratio, on-site teacher-to-child ratio, small group instruction, large group instruction
