Yan Zhonglian, Zhao Shoumei
Faculty of Education, Northeast Normal University, Changchun, China.
Front Psychol. 2022 Mar 15;13:814521. doi: 10.3389/fpsyg.2022.814521. eCollection 2022.
To understand the relationship between kindergarten school-based research (SBR) and preschool teachers' teaching ability and identify the mechanism by which SBR affects teachers' teaching ability, a survey of randomly sampled preschool teachers in Sichuan Province ( = 625, M = 26.61) was conducted online using three scales assessing community learning, teaching ability and teaching philosophy. The survey results showed that the level of SBR reached the upper-middle level. The level of SBR positively predicted the teaching beliefs and teaching ability of preschool teachers. SBR influenced teaching ability through direct and indirect effects, with indirect effects accounting for 23.5% of the total effect; however, only constructivist teaching beliefs played a mediating role in the relationship between SBR and teaching ability an indirect effect. SBR focused on improvement in teaching ability should not only examine the connection between SBR and practical problems to promote improvement in teachers' teaching ability but also should examine the role of teachers' beliefs and influence teachers' teaching abilities by changing teachers' teaching beliefs.
为了解幼儿园校本研究（SBR）与幼儿教师教学能力之间的关系，并确定SBR影响教师教学能力的机制，我们使用评估社区学习、教学能力和教学理念的三个量表，对四川省随机抽取的幼儿教师（n = 625，M = 26.61）进行了在线调查。调查结果显示，SBR水平达到中上水平。SBR水平正向预测幼儿教师的教学信念和教学能力。SBR通过直接和间接效应影响教学能力，间接效应占总效应的23.5%；然而，只有建构主义教学信念在SBR与教学能力的关系中起中介作用——一种间接效应。注重教学能力提升的SBR不仅应审视SBR与实际问题之间的联系以促进教师教学能力的提高，还应审视教师信念的作用，并通过改变教师的教学信念来影响教师的教学能力。
