新时代乡村幼儿园教师专业发展社会支持现状与提升策略——基于1220份样本的实证研究

The Current Situation and the Promotion Strategies of Social Support for the Professional Development of Rural Kindergarten Teachers in the New Era—Empirical Research Based on 1220 Samples

摘要: 进入新时代以来，我国对乡村学前教育不断重视，促进乡村学前教育的发展必然离不开专业自主发展能力强的乡村幼儿园教师，更离不开社会各层面对其进行的支持。本研究采用自编问卷，对乡村幼儿园教师进行了乡村幼儿园教师专业发展社会支持现状的问卷调查，结果显示：乡村幼儿园教师专业发展社会支持总体水平为中等偏上，同时受到幼儿园教师自身的年龄、教龄和学历等因素和幼儿园单位的规模、级别等因素的影响；同时，我们从保障性制度支持、专业支持、文化支持和社会支持四个维度对乡村教师专业发展社会现状进行分析，并提出相应建议。

Abstract: Since entering the new era, China has continuously attached importance to rural preschool education, and promoting the development of rural preschool education is bound to be inseparable from rural kindergarten teachers with strong professional self-development ability, let alone the support of all levels of society. This study uses a self-designed questionnaire to investigate the current situation of social support for rural kindergarten teachers’ professional development. The results show that the overall level of social support for rural kindergarten teachers’ professional development is above the middle level, and is affected by factors such as kindergarten teachers’ own age, teaching age and educational background, as well as the size and level of kindergarten units; at the same time, we analyze the social support for rural teachers' professional development from four dimensions: institutional support, professional support, cultural support and social support, and put forward corresponding suggestions.