【作者基本信息】 华东师范大学， 学前教育学， 2020， 博士
【Abstract】 With the coming of the era of knowledge economy,people are more and more aware that the competition of education in the world is essentially the competition of teachers.The quality of a country’s teachers not only directly affects the quality of all kinds of education at all levels,but also indirectly affects the development level of national science and technology and the level of civilization and progress of the whole society.Therefore,policy makers and researchers all over the world have extended the vision and focus of education reform from “education quality” to “teacher quality”,and will improve the quality and professionalism of teachers as a breakthrough to improve the quality of basic education.In 2018,the State Council issued the opinions on comprehensively deepening the construction and reform of teachers in the new era,which clearly stated that “it is necessary to comprehensively improve the quality of kindergarten teachers and establish a high-quality and good teaching team”.However,what is the current situation of kindergarten teachers’ quality in China? Can they shoulder the responsibility of educational reform and the development of the times? What are the problems in the construction of kindergarten teachers? What are the main factors that affect the quality of kindergarten teachers? How to effectively support and promote the quality of kindergarten teachers? In order to answer the above-mentioned questions,the research has developed a kindergarten teacher quality monitoring index system and tool based on the principle of the combination of theoretical research and practical test and the perspective of cultural existential pedagogy.Taking Shanghai as an example,1768 kindergarten teachers from 81 kindergartens in 7 districts of Shanghai have been selected for quality monitoring,so as to comprehensively understand and deeply investigate the quality of kindergarten teachers’ quality status and influencing factors provide reference for the improvement of kindergarten teachers’ quality in Shanghai.Based on the theory and research perspective of Cultural Existentialism Pedagogy,this study uses the design process and implementation process of basic education quality monitoring for reference to determine the overall thinking of the study:core concept definition-index system construction-development of monitoring tools-Sampling of monitoring samples-organization of investigation and testing-Analysis of monitoring data-formation of monitoring reports-improvement of countermeasures and suggestions.The research combines the qualitative research with the quantitative research,and comprehensively uses the research methods such as literature research,questionnaire survey,interview,project analysis,factor analysis,correlation analysis,cluster analysis,variance analysis,regression analysis and other statistical analysis methods to study.The main conclusions are as follows:Based on the theory of Cultural Existentialism Pedagogy,the quality of kindergarten teachers,from the perspective of "complete person",is considered to be the ability,trait and character that teachers should possess to meet the needs of teaching and the realization of their own life value,which is embodied in the high quality and effectiveness of teachers’ education and learning.On the basis of clarifying the connotation of kindergarten teachers’ quality,based on the perspective of cultural existential pedagogy,combined with the relevant research on kindergarten teachers’ quality monitoring at home and abroad,the research preliminarily condenses the elements of kindergarten teachers’ quality,then invite experts to revise the quality monitoring index system of kindergarten teachers,and finally determines the kindergarten teachers’ quality monitoring five factor model,that is to say,the quality of kindergarten teachers consists of five dimensions: the basis of existence,the wisdom of profession,the quality of culture,the nature of freedom and the feeling of belief.On the basis of interviews with kindergarten teachers,the researcher initially compiled the kindergarten teacher quality monitoring questionnaire by combining self-made and reference methods.After the small-scale test,the researcher carried out a large-scale questionnaire survey.Through project analysis,exploratory factor analysis and confirmatory factor analysis,the framework and project of the questionnaire were adjusted and verified,forming a high credit effect formal questionnaire of : the internal consistency reliability of the quality monitoring questionnaire for kindergarten teachers is 0.95,half reliability is 0.94;exploratory factor analysis extracts five factors,and the cumulative variance contribution rate of the five factors is 57.64%.The items included in the five common factors are basically consistent with the expected structure at the beginning of the questionnaire design.At the same time,the hypothesis model index of confirmatory factor analysis basically conforms to the suggested value of structural equation model,and most of the indexes have high fitting,which shows that the questionnaire has certain structural validity.The formal questionnaire of kindergarten teacher quality monitoring was used to investigate the quality of kindergarten teachers in Shanghai,The results showed that: 1)The quality of kindergarten teachers in Shanghai is in the middle and upper level,and the quality of kindergarten teachers’ professional intelligence dimension is significantly better than other dimensions;2)There are some regional differences in the quality of kindergarten teachers.The quality of kindergarten teachers in the main city is higher than that in the suburb;3)The quality of teachers in public kindergartens is better than that in private kindergartens in most dimensions;the quality of teachers in kindergartens at different levels is increasing from secondary park to primary park to demonstration park;4)From the perspective of teachers’ demographic variables,with the increase of teachers’ age,teaching age,professional title,position,education background and salary level,the quality of kindergarten teachers has been improved to varying degrees;meanwhile,the quality of kindergarten teachers graduating from preschool education is significantly better than that of non preschool professional kindergarten teachers;the quality of kindergarten teachers with excellent performance is significantly higher In general performance teachers;5)The result of multiple regression shows that the position,age,performance,professional title,education background and location of kindergarten teachers are the important factors affecting the quality of kindergarten teachers.All in all,this study defines the connotation of kindergarten teachers’ quality,constructs the kindergarten teachers’ quality monitoring index system,develops the kindergarten teachers’ quality monitoring tool,analyzes the current situation of kindergarten teachers’ quality in Shanghai,and puts forward the improvement path of kindergarten teachers’ quality in Shanghai.These studies and findings are helpful for better understanding of kindergarten teachers’ quality and teachers’ quality monitoring.At the same time,it provides theoretical support and practical support for the development of kindergarten teachers’ quality monitoring work and kindergarten teachers’ quality improvement,and also provides reference for future research in this field.
【Key words】 kindergarten teachers； teacher quality； quality monitoring； Cultural Existentialism Pedagogy；
- 【网络出版投稿人】 华东师范大学