教师对幼儿自主学习的认知及指导现状调查研究

OverviewofthisWiththeupdatingofedudevelopmentofsociety,thecultivationofyoungchildrofindividualdevelopment,andthecultivationofself-learningabilityhasafuturelearningandlife.Th本文旨在通过调查研究，分析当前教师对幼儿自主学习的认知程度，以及在实际教学中对幼儿自主学习的指导情况。通过收集和分析数据，本文期望能够揭示教师在幼儿自主学习培养方面存在的问题和不足，并提出相应的改进建议。levelofteachers'understandingofyoungchildren'schildren'sautonomouslearninginactualteproblemsandshortcomingsoft本文的研究方法主要包括文献综述和实证研究。通过文献综述，梳理国内外关于幼儿自主学习和教师指导的相关研究，为本文提供理论支持。通过实证研究，采用问卷调查和访谈等方法，收集教师对幼儿自主学习的认知和指导现状的数据，进行深入分析。literaturereviewandempiricalreseareview,thispapersummarizesrelevantchildhoodself-directedlearningandteacherguidancesupportforthisarticle.Throughempiricaldataonthecognitiveandguidayoungchildren'scultivationandimprovementofchildren'sself-learningability,andpromotethereformanddeWiththecontinuousupdatinganddevelopmentofeducationalconcepts,moreandmorepayingattentiontotheimportanceofindependentlearningyoungchildren.AutonomouslearningreferstotheprocessinResearchhasshowntbelievethatself-directedlearningisapractice,emphasisisplacedonstimulatingyoungcbeinfluencedbytraditionaleducationalconceptsmethodsofcurrentteachersinguidingthepracticeofencourageyoungchiopenandfreelearningenvironment;Otherteachersmayattentiontothemaintenanceofrulesanddiscipline,andlearning.ThesestudiesnotonlyenrichourunderstandingofearlychildhoodThecurrentsituationofteachers'understandingandguidanceofyoungchildren'sself-directedlearningshowsdiversecharacteristics.Inordertobetterprodevelopmentofindependealsonecessarytostrengthentheresearchpracticalexper三、研究方法quantitativeresearchmethods,aimingtocomprehensivelyanddeeplyunderstandthecurrentstatusofteachers'cognitionandguidanceonyoungchildren'sautandsignificance,andproviforkindergartenteacherstorepresentativenessandbreadt本研究还采用访谈法，对部分幼儿园教师进行深度访谈。通过面对面的交流，深入了解他们对幼儿自主学习的看法、指导过程中的体会和困惑等。访谈内容将进行整理和分析，以揭示教师在指导幼儿自主学习过程中的真实想法和实践经验。face-to-facecommunication,gainadeeperunderstandingtheirviewsonyoungchildren'sself-directedlearning,interviewcontentwillbeorganizedandanalyzedtoreteacher'struethoughtsandpracticalexperienyoungchildren'sself-directedlearni运用统计分析法，对问卷调查和访谈收集的数据进行整理和分析。通过描述性统计、相关性分析等方法，揭示教师对幼儿自主学习的认知特点、指导策略的使用情况及其与幼儿自主学习能力的关系。结合characteristicsofteacherstowardsyoungchildren'sself-directedlcarning,theuteachers'cognitionandguidanceautonomouslearning,providingscientificbasisteachers'guidanceabilityandpromotingth本研究通过对教师关于幼儿自主学习的认知及指导现状的深入调查，得出以下主要结果：currentstatusofteachers'cognitionandguidancchildhoodself-directedlearning,andobtainedthefo教师对幼儿自主学习的认知程度存在差异。大部分教师认为幼儿自主学习是重要的，但对其内涵和价值的理解存在深浅不一的情况。一些教师将自主学习简单理解为幼儿独立完成任务，而忽视了其在过程中的探索、发现和解决问题的能力培养。同时，也有部分教师对于自主学习的重要性持保留态度，认为幼儿尚不具备自主学习的能力。towardsyoungchildren'sautonomouslearning.Mostteachersbelievethatself-directedlearningisimportantforchildren,buttheirunderstandingofitsmeaningandvaluevaries.Someteacherssimplyunderstandself-directedasyoungchildrenindependentlycompletingtasks,whileproblemsduringtheprocess.Meanwhile,somreservedattitudetowardstheimportanceofself-direclearning,believingthatyoungchildrendonotyetpossesstheresultsshowthatalthoughmostteacherstrytoguideyoungchildren'sself-directedlearningindailyteacspecificguidancestrategies.Someteachersofchildren'sself-directeautonomouslearningbyteachers.Whenevaluatinachievementsofyoungchildren'sprocessofself-directedlearning.Thisevaluationmonlydampenstheenthusiasmofyoungchildren,btheirfurtherdevelopmentofseTeachertrainingplaysabilityofteacherstoguidindependently.Thesurveyresultsshowthatteacherswhohaveparticipatedinrelevancompetenceandguidanceabilityingcognitionandguidanceofyoungchildren'sautonomouslearningdevelopmentofyoungchildren'sself-learningabilitynecessarytofurtherstrengthenthetrainingandeducateachers,andimprovetheirunderstandingandguidanceability本研究通过对教师对幼儿自主学习的认知及指导现状的深入调查，揭示了教师在幼儿自主学习过程中的角色定位、指导策略以及存在的困惑与挑战。以下是对调查结果的进一步讨论。intheprocessofautonomouslearningforyoungchildren从教师的认知角度来看，大部分教师都认同幼儿自主学习的重要性，认为这有助于培养幼儿的主动性、独立性和创造性。然而，在实际操作中，教师对于如何界定自主学习、如何平衡指导与自主之间的recognizetheimportanceofyoungchildren'sself-directedindependence,andcreativity.However,inpracticaloperation,teachershavedifferentunderstandingsofhowtodefineexperienceofteachers.Therefore,itisrecommendedthatcultivationandtrainingofteachers'self-learningconceptsmechanisms,whichpreventthemfromtimelyunderstandingthelearningprogressandexistingproblemsofyoungchildren.Inquestioning,situationallearningsituationofyoungchildren,andprovideappropriatechallengesinguguidanceandaulearningoutcomes,andhowtohandleindivdepartmentsstrengthencommunictheseproblems.EncourageteacherstoactivelyparticipaThecurrentsituationofteachersguidanceofyoungchildren'sautonextentaffectstheirleateachers'understandingandguidanceofyoungchildren'sautonomouslearning,andalsoprAtthecognitivelevel,mostteachersrecognizetheimportanceofself-directedlearningandbelievethatitplayspracticeofteachersonhowtoeffectivelypromoteyoungchildren'sself-directedlearning.SometeacherstendtoIntermsofguidance,althoughmspecificimplementationeffectisnotteachersoverlyemphasizeadultdominanproce