摘要 家园共育过程中教师与家长经常在评定幼儿的表现上出现分歧,为了更好地探讨教师与父母评定的差异性,本文在同一自我控制概念下,编制了幼儿自我控制教师评定问卷、父母评定问卷和情境实验,对111名幼儿进行测量。结果显示,教师评定的自我延迟满足和冲动抑制性显著高于父母评定,父母评定的自觉性显著高于教师评定,两者评定的坚持性没有差异;教师评定与幼儿情境实验表现相关性更高。研究表明,为提高家园共育质量,要以科学研究为依据,充分理解幼儿行为的情境性,以教师的评估为基础进行有效沟通。 In the process of family-and-kindergarten co-education,teachers and parents often have differences in the evaluation of children’s performance.To better explore the differences in the evaluation of teachers and parents,under the same concept of self-control,this paper developed a children’s self-control teacher evaluation questionnaire,aparents’evaluation questionnaire,and a situational experiment to measure 111 children’s self-control.The results showed that the self-delayed gratification and impulsivity inhibition rated by teachers were significantly higher than those rated by parents,and the conscientiousness rated by parents was significantly higher than that rated by teachers,and there was no difference in the persistence of the two ratings.The correlation between teacher rating and children’s situational experiment performance is higher.Research shows that in order to improve the quality of home co-education,it is necessary to take scientific research as the basis,fully understand the situational nature of children’s behavior,and effectively communicate based on teachers’evaluation.
机构地区 辽宁师范大学心理学院
出处 《教育科学》 北大核心 2021年第1期76-82,共7页 Education Science
基金 全国教育科学“十三五”规划2019年度教育部重点项目“中小学家庭教育学校指导体系构建研究”(项目编号:DHA190373)。
关键词 家园共育 自我控制 幼儿 教师评定 父母评定 family-and-kindergarten co-education self-control preschool children teachers’assessment parents’assessment
分类号 G459 [文化科学—教育学]
