【作者】 马东乐； 杜巧金； 王健楠； 张洁； 周楠；

【Author】 Dongle Ma;Qiaojin Du;Jie Zhang;Jiannan Wang;Nan Zhou;Capital Normal University;

【机构】 首都师范大学学前教育学院；

【摘要】 幼儿教师对幼儿社会化行为的信念包括对行为的反应、情绪体验、认知和评价(Rusher et al.,1992)。教师对于幼儿问题行为的信念直接决定了教师与幼儿的互动及教学行为,进而影响幼儿的社会化发展(Coplan et al., 2011; Nelson et al., 2019)。教师在面对幼儿攻击性、社会退缩等问题行为的信念的研究大多基于西方文化背景,对于我国文化背景下幼儿教师的信念所知甚少(Li et al., 2015)。另外,职前教师正处于教师信念形成的重要阶段,了解他们与在职教师的信念异同将有助于理解教师信念发展的历程和影响因素(王英杰,2016)。因此,本研究探究职前与在职幼儿教师面对幼儿不同社会性问题行为所表现出的信念的差异。本研究以378名(职前教师261名,在职教师117名)职前与在职教师为被试,对攻击性行为(身体攻击、关系攻击)、退缩行为(害羞、不合群)、精力旺盛和打闹游戏共6种学前儿童经常出现的行为情境所反应出的行为反应、评价以及情绪反应进行报告。采用SPSS 22.0进行多元重复测量方差分析职前与在职教师对不同性别幼儿社会性行为信念的差异。结果发现:(1)相较于职前教师,在职教师对于男孩关系攻击行为的宽容、顺其自然的反应以及被同伴喜欢的可能性评价显著高于女孩,但对于男孩孤僻行为的阻止反应显著高于女孩;(2)相较于职前教师,在职教师对于男孩害羞行为的生气反应显著高于女孩,但对于男孩打闹游戏行为的担心程度和被同伴喜欢的可能性评价显著高于女孩;(3)在职教师对孤僻男孩、精力旺盛男孩的社会性发展评价显著高于女孩,而职前教师对精力旺盛女孩的社会性发展评价显著高于在职教师。本研究初步揭示了职前教师与在职教师对不同性别幼儿的社会性问题行为的信念的差异,结果将为我国职前的培养和在职教师的培训提供科学合理的指导,以促进幼儿教师的科学的师幼互动和幼儿的发展。更多还原

【Abstract】 Early childhood teachers’ beliefs about young children’s socialization behaviors include reactions to the behavior, emotional experiences, cognitions, and evaluations(Rusher et al., 1992). Teachers’ beliefs about young children’s problematic behaviors directly determine teachers’ interactions with young children and teaching behaviors, which in turn influence young children’s socialization development(Coplan et al., 2011; Nelson et al.,2019). Most of the research on teachers’ beliefs in confronting problematic behaviors such as aggression and social withdrawal in young children is based on the Western cultural context, and little is known about the beliefs of early childhood teachers in our cultural context(Li et al., 2015). In addition, pre-service teachers are at an important stage in the formation of teachers’ beliefs, and understanding the similarities and differences between their beliefs and those of in-service teachers will help to understand the course of teachers’ belief development and the factors influencing it(Wang, Y., 2016); therefore, this study explored the differences in beliefs between pre-service and in-service early childhood teachers’ beliefs when faced with different socially problematic behaviors of young children.In this study, 378(261 pre-service teachers and 117 in-service teachers) in-service and pre-service teachers were used as subjects to report behavioral responses, appraisals, and emotional reactions reacting to a total of six frequent behavioral situations in preschool children, including aggressive behavior(physical aggression, relational aggression), withdrawn behavior(shyness, nonconformity), energetic, and playful play. Differences in pre-service and in-service teachers’ beliefs about young children’s social and behavioral behaviors across genders were analyzed using multivariate repeated measures ANOVA with SPSS 22.0.Results found that(1) compared to preservice teachers, in-service teachers rated boys’ relational aggression,go-with-the-flow responses, and likelihood of being liked by peers as significantly higher than girls’, but rated boys’ discouragement of withdrawn behaviors as significantly higher than girls’;(2) compared to preservice teachers, in-service teachers rated boys’ shyness behaviors as significantly higher than girls’ anger responses, but rated boys’ disruptive play behaviors as significantly higher than boys’ worry and likelihood of being liked by peers were rated significantly higher than those of girls;(3) in-service teachers rated the social development of withdrawn and energetic boys significantly higher than that of girls, while pre-service teachers rated the social development of energetic girls significantly higher than that of in-service teachers.This study preliminarily revealed the differences between pre-service teachers’ and in-service teachers’ beliefs about the socially problematic behaviors of young children of different genders, and the results will provide scientifically sound guidance for the training of pre-service and in-service teachers in China in order to promote scientific teacher-child interactions and young children’s development among early childhood teachers.更多还原