摘要
选取北京、河北、海南、甘肃等地区的17位幼儿园教师作为研究对象,运用质性分析数据,构建了包含认知、情感、社会、职业和幼儿园环境五维度的我国幼儿园教师复原力模型。这一模型反映出我国幼儿园教师复原力具有文化性和情境性的特征,有助于探索我国幼儿园教师与幼儿园情境内外相关主体和相关要素之间动态的互动景观及互动效果。为了有效提升我国幼儿园教师的复原力,要增强他们对自我和职业的积极认知和情绪调节能力,为他们创造支持性的社会环境和良好的物理环境。
The research has chosen 17 preschool teachers from Beijing,Hebei,Hainan,and Gansu Provinces as studying subjects,and by using the qualitative analysis,it has established a preschool teachers′resilience model with five dimensions of cognition,emotion,society,occupation,and kindergarten environment.This model reflects the cultural and situational characteristics of the resilience of preschool teachers in China,which helps to explore the dynamic interaction landscape and interaction effect between preschool teachers and relevant subjects and elements inside and outside the kindergarten context.In order to effectively enhance the resilience of preschool teachers in China,it is necessary to strengthen their positive cognition and emotional regulation abilities towards themselves and their profession,and create a supportive social environment and a good physical environment for them.
作者
傅纳
周玉莹
FU Na;ZHOU Yuying(Faculty of Education,Beijing Normal University,Beijing 100875,China;No.2 High School of Capital Normal University,Beijing 100048,China)
出处
《教师发展研究》
2024年第4期97-107,共11页
Teacher Development Research
基金
北京市社会科学基金一般项目“积极心理学视野下的幼儿园教师心理健康促进研究”(21JYB013)。
关键词
幼儿园教师
复原力
文化性
情境性
preschool teacher
resilience
cultural nature
situational feature
