托幼一体化视域下合川区幼儿教师急救素养调查与提升策略研究

A Study on the Investigation and Improvement Strategies of First Aid Literacy among Preschool Teachers in Hechuan District from the Perspective of Integrated Childcare and Preschool Education

摘要: 托幼一体化背景下，0~6岁婴幼儿混龄照护对幼儿教师急救素养提出更高专业要求。为明晰县域幼儿教师急救素养现状与提升路径，本研究以重庆市合川区356名幼儿教师为调查对象，运用问卷调查法与访谈法，从急救知识、急救技能、急救态度三维度开展实证分析。结果显示：教师急救素养整体处于较低水平，三维度发展不均衡，急救技能为最突出短板；教师对0~3岁婴幼儿急救与混龄应急处置能力普遍不足；急救素养在城乡、机构性质、学历、教龄上存在显著差异；现有急救培训覆盖面不足，且形式单一、缺乏实操与复训。影响因素可归纳为政策执行刚性不足、机构管理与资源配置不均、城乡资源分布不均衡、教师个体基础与学习动力差异四个方面。据此，本研究从政策保障、机构主导、资源协同、个体赋能四维构建提升策略，为中西部城乡过渡型县域提升幼儿教师急救素养提供参考。

Abstract: Against the backdrop of integrated childcare and preschool education, mixed-age care for children aged 0~6 imposes higher professional requirements on preschool teachers’ first aid literacy. To clarify the current status and improvement pathways of first aid literacy among preschool teachers in county-level regions, this study surveyed 356 preschool teachers in Hechuan District, Chongqing, using questionnaire surveys and interviews, and conducted an empirical analysis across three dimensions: first aid knowledge, first aid skills, and first aid attitudes. The results show that the overall level of first aid literacy among preschool teachers is relatively low, with uneven development across the three dimensions—first aid skills being the most prominent weakness. Teachers generally lack competence in providing first aid for children aged 0~3 and in handling mixed-age emergencies. Significant differences in first aid literacy exist across urban and rural areas, types of institutions, educational backgrounds, and teaching experience. Existing first aid training is insufficient in coverage, limited in format, and lacks practical operation and refresher courses. The influencing factors can be summarized into four aspects: insufficient rigidity in policy implementation, uneven institutional management and resource allocation, imbalanced urban-rural resource distribution, and variations in teachers’ individual foundational knowledge and learning motivation. Accordingly, this study proposes a four-dimensional improvement strategy—policy guarantee, institution-led initiatives, resource coordination, and individual empowerment—to provide a reference for enhancing preschool teachers’ first aid literacy in urban-rural transitional counties in central and western China.