新时代乡村幼儿园教师专业自主发展现状研究——基于1220样本的实证调查与思考

Research on the Current Situation of Professional Independent Development of Rural Kindergarten Teachers in the New Era—Empirical Investigation and Thinking Based on 1220 Samples

摘要: 乡村幼儿教师作为乡村幼儿教育的承担者和实施者，他们的专业素养和专业发展水平会直接影响乡村学前教育事业的质量。为此，我们对1220名乡村幼儿园教师进行调查，结果显示：乡村幼儿园教师专业自主发展处于中等偏上水平，同时受入学时学历、是否有编制、是否为独生子女、幼儿园级别、幼儿园规模等个人因素和园所因素的影响。入学时学历为本科的乡村教师在总体专业自主发展水平高于其它学历教师；无论是总体专业自主发展层面还是各维度的层面上，省示范园教师都优于一般幼儿园教师；有编制教师的专业自主发展水平高于无编制教师；幼儿园规模在25个以上班级教师的专业自主发展水平高于其他幼儿园规模的乡村教师；作为独生子女的教师，其专业自主发展水平高于不是独生子女的教师。乡村幼儿园教师专业自主发展是多因素共同作用的结果，因此要提供多方面的专业自主发展教育建议。

Abstract: As the undertaker and implementer of rural preschool education, rural kindergarten teachers’ professional quality and professional development level can directly affect the quality of rural preschool education. Therefore, we conducted a survey of 1220 rural kindergarten teachers, whose results show that the professional self-development of these rural kindergarten teachers is at the upper-middle level and it is affected by academic qualification at the time of enrollment, whether they have establishment, whether they are only children, kindergarten level, kindergarten size and others on personal factors and kindergarten factors. Rural teachers who have bachelor’s degree at the time of enrollment are better than teachers with other academic qualifications in terms of overall professional self-development; whether it is at the level of overall professional self-deve- lopment or at the level of various dimensions, provincial model kindergarten teachers are better than ordinary kindergarten teachers; rural kindergarten teachers with establishment have a higher level of professional self-development than teachers without establishment; rural teachers working in the kindergarten size of more than 25 classes is higher than others’ teachers in terms of professional self-development; rural kindergarten teachers who are only children have a better level of professional self-development than teachers who are not only children. The professional self-development of rural kindergarten teachers is the result of multifactorial factors, so it is necessary to provide some various educational suggestions for professional self-development.