|本期目录/Table of Contents|

[1]闫婧华,国外关于师幼关系影响因素的研究及其启示[J].宁波大学学报(教育科学版),2017,39(1):126-132.
 YAN Jing-hua,A Suggestive Study on Factors of Teacher-children Relations in Foreign Countries[J].JORNAL OF NINGBO,2017,39(1):126-132.
点击复制

国外关于师幼关系影响因素的研究及其启示(PDF)
分享到:

《宁波大学学报》(教育科学版)[ISSN:1008-0627/CN:33-1214/G4]

卷:
第39卷
期数:
2017年1期
页码:
126-132
栏目:
学前教育
出版日期:
2017-01-11

文章信息/Info

Title:
A Suggestive Study on Factors of Teacher-children Relations in Foreign Countries
文章编号:
10080627(2017)01-0126-07
作者:
闫婧华1 2
(1. 西北师范大学 教育学院,甘肃 兰州 730070;2. 甘肃省教育科学研究所 学前教育研究室,甘肃 兰州 730000)
Author(s):
YAN Jing-hua1 2
(1. College of Education, Northwest Normal University, Lanzhou 730070, China; 2. Division of Preschool Education, Gansu Education Science Institute, Lanzhou 730000, China)
关键词:
-
Keywords:
teacher-children relation teachers self-efficacy parent-teacher interaction
分类号:
658.1
DOI:
-
文献标志码:
A
摘要:
师幼关系对幼儿的发展具有重要意义,受到了国外研究者的普遍关注。国外研究者从儿童成长的环境和儿童自身的特点出发,发现师幼关系的影响因素包括教师因素、幼儿因素及环境因素。这些研究成果对我国的启示为:提高教师任职要求,加强教师在职培训;教师要善于倾听,创设良好的情感环境;调整幼儿园环境,保证幼儿的兴趣爱好得到发展。
Abstract:
Teacher-children relation is of great significance to the children’s development, which has been widely concerned by foreign researchers. This study found that overseas research mainly considered the factors of teachers, children and environment in the teacher-children relations in line with children’s growth and traits. The findings suggested that such steps are needed as improving teachers’ qualifications and in-service training, creating a good social environment for public opinion, and adjusting the kindergarten facilities to ensure children’s development of interests

参考文献/References:

[1].朱婷婷. 论幼儿园的师幼关[D]. 呼和浩特: 内蒙古师范大学, 2013(5): 1-3.
[2].SILVER R B, MEASELLE J R, ARMSTRONG J M, et al. The impact of parents, child care providers, teachers, and peers on early externalizing trajectories[J]. Journal of School Psychology, 2010, 48(6): 555-583.
[3].HOWES C. Children’s experiences in center-based child care as a function of teacher background and adult: child ratio[J]. Merrill-Palmer Quarterly, 1997, 43(3): 404-425.
[4].WHITEBOOK M, HOWES C, PHILLIPS D. Who cares? Child care teachers and the quality of care in America[M]. Oakland, CA: Child Care Employee Project, 1989: 89.
[5].RAMASUT A, PAPATHEEODOROU T. Teachers’ perceptions of children’s behavior problems in nursery classes in Greece[J]. school psychology International, 1994(15): 145-161.
[6].EMMER E, HICKMAN J. Teacher efficacy in classroom management and discipline[J]. Educational and Psychologist Measurement, 1991(51): 755-765.
[7].WOOLFOLK A, ROSOFF B, HOY W. Teachers’ sense of efficacy and their beliefs about managing students[J]. Teaching and teacher Education, 1990, 6(2): 137-148.
[8].GIBSON S, DEMBO M. Teacher efficacy: A construct validation[J]. Journal of Educational Psychology, 1984, 76: 569-582.
[9].ALLINDER R. The relationship between efficacy and the instructional practices of special education teachers and consultants[J]. Teacher Education and Special Education, 1994, 17(2): 86-95.
[10].MCBRIDE B, LIN H-F. Parental involvement in prekinder gartenat-risk programs: Multiple perspectives[J]. Journal of Education for Students Placed At Risk- 1, 1996, (4): 349-372.
[11].WATKINS T. Teacher communications, child achievement, and parent traits in parent involvement models[J]. The Journal of Educational Research, 1997, 91(1): 3-14.
[12].JOFFE C. Friendly intruders: Childcare professionals and family life[J]. Los Angels, CA: University of California Press. 1977: 36.
[13].KONTOS S, RAIKES H, WOODS A. Early childhood staff attitudes toward their parent clientele[J]. Child Care Quarterly, 1983(12): 45-58.
[14].KATZ L. Mothering and teaching: Some significant distinctions[J]. ERIC Document Reproduction. Service No. ED 190-204, 1980(12): 45-58.
[15].BENHARD J, LEFEBVRE M, KILBRIDE K, et al. Troubled relationships in early childhood education: Parent-teacher interactions in ethno culturally diverse child care settings[J]. Early Education and Development, 1998, 9(1): 5-28.
[16].SHORES R, JACK S, GUNTER P, et al. Classroom interactions of children with behavior disorders[J]. Journal of Emotional and Behavioral Disorders, 1993, 1(1): 27-39.
[17].ANDERSON K, LYTTON H, ROMNEY D. Mothers’ interactions with normal and conduct-disordered boys: Who affects whom[J]? Developmental Psychology, 1986, 22: 604-609.
[18].HAMILTON C, HOWES C. A comparison of young children’s relationships with mothers and teachers[J]. New Direction for Child Development, 1992, 57: 41-59.
[19].SIMPSON R, SOURIS L. Reciprocity in the pupil-teacher interactions of autistic and mildly handicapped preschool children[J]. Behavioral Disorders, 1988(13): 159-168.
[20].TIPEK D, SANBOM M. Teachers’ task-related interactions with handicapped and non-handicapped preschool children, 1985, 31(3): 285-300.
[21].VARTULI S. How early childhood teacher beliefs vary across grade level[J]. Early Childhood Research Quarterly, 1999, 14(4): 489-514.
[22].PAGET K, NAGLE R, MARTIN R. Interrelationships between temperament characteristics and first grade teacher-child interactions[J]. Journal of Abnormal Child Psychology, 1984, 12(4): 47-560.
[23].BULLOCK J. Children’s temperament: How can teachers and classrooms be more responsive[J]? Early Child Development and Care, 1993, 88: 53-59.
[24].VAN DER WERFHORST H. Temperament discussed: Temperament and development in infancy and childhood[J]. The Netherlands: University of Leiden, 1986: 141-147.
[25].FAGAN J. The interaction between child sex and temperament in predicting behavior problems of preschool-age children in day care[J]. Early Child Development and Care, 1990, 59: 1-9.
[26].QUAY L, JARRETT O. Teachers’ interactions with middle-and lower SES preschool boys and girls[J]. Journal of Educational psychology, 1986, 8(6): 595-498.
[27].SIMPSON A, ERICKSON M. Teachers’ verbal and nonverbal communication patterns as a function of teacher race, student gender, and student race[J]. American Educational Research Journal, 1983, 20(2): 183-198.
[28].NORDQUIST V, TWARDOSE S. Preventing behavior problems in early childhood special education classrooms through environmental organization[J]. Education and Treatment of Children, 1990, 13(4): 274-287.
[29].GREENMAN J. Caring spaces, learning spaces: Children’s environments that work[M]. Redmond, WA: Exchange Press, Inc. 1988: 39.
[30].HILDEBRAND V. Introduction to early childhood education[M]. New York, NY: Macmillan, 1991: 39.
[31].GRAHAM M, BRYANT D. Developmentally appropriate environments for children with special needs[J]. Infant and Young Children, 1993, 5(3): 31-42.
[32].BRICKER D, CRIPE J. An activity-based approach to early intervention. Baltimore[M]. MD: Paul H. Brookes Publishing, 1992: 36.
[33].HOHMANN M, WEI, KART D. Education young children[M]. Ypsilanti, Ml: High/Scope Press, 1995: 29.
[34].MCEVOY M, FOX J, ROSENBERG M. Organizing preschool environments: Suggestions for enhancing the development /learning of preschool children with special needs[J]. Topic of Early Childhood Special Education, 1991, 11(2): 18-28.
[35].HAUSER-CRAM P, BRONSON M, UPSHUR C. The effects of the classroom environment on the social and mastery behavior of preschool children with disabilities[J]. Early Children Research Quarterly, 1993(8): 479-497.
[36].ARLIN M. Teacher transitions can disrupt time flow in classroom[J]. American Educational Research Journal, 1979, 16(1): 42-56.
[37].SAINATO D, LYON S. A descriptive analysis of the requirements for independent performance in handicapped and non handicapped preschool classroom[J]. Paper presented at the HCEEP/DEC conference, Washington, DC, 1983: 369.
[38].BAKER B. Transition time: Make it a time of teaming for children. Annual Editions: Early Childhood Education [M]. Sluice Dock, Guilford, CT: The Dushkin Publishing, 1990: 91.
[39].OSTROSKY M, SKELLENGER A, ODOM S, et al. Teacher’s schedules and actual time spent in activities in preschool special education[J]. Journal of Early Intervention, 1994(8): 25-33.
[40].BRONSON M, TIVNAN T, SEPPANEN P. Relations between teacher and classroom activity variables and the classroom behaviors of prekindergarten children in Chapter 1 funded programs[J]. Journal of Applied Developmental Psychology, 1995(16): 253-282.
[41].SCHAFFER H, LIDDELL C. Adult-child interaction under dyadic and polyadic conditions[J]. British Journal Developmental Psychology, 1984(2): 33-42.

备注/Memo

备注/Memo:
收稿日期:2016-06-11作者简介:闫婧华(1984 -),女,陕西宝鸡人,中学一级/博士研究生,主要
更新日期/Last Update: 2017-01-11