幼儿园教师自主学习发展水平及其特征分析

The Analysis of Developmental Level and Characteristics of Preschool Teachers? Self-Regulated Learning

As an effective path for the professional development of preschool teachers， the development of self-regulated learning is directly related to the quality of the overall teacher team and the whole pre- school education . An investigation of the developmental level of sel--regulated learning of 1192 in-service preschool teachers in China was carried out using the sel--designed preschool teachers? sel--regulated learning scale. The results show that the current developmental level of preschool teachers? sel-regulated learning is worrying， which is reflected in the sef-efticacy of Earning， the transformation and practical application of knowledge， the consciousness and behavior of criticism and query， and the planning and adjustment of learning. After further analysis， it is found that the development of preschool teachers? sel-- regulated learning levelshows the characteristics as follows: there were four stages of the development of preschool teachers^ sefregulated learning level; preschoo l teachers? sel-regulated earning ^ve l was restricted by the low educational threshold; preschool teachers’ sel-regulated learning strategies were restricted by the scale of training； preschool teachers’ awareness of sel-regulated learning was Hmited by the disadvantages of the current professiona l title system； promotion was not a panacea for preschoo l teachers’ sel-regulated learning; the government staffing system can?t promote the sustained development of preschoo l teachers’ sel-regulated learning. Although the main externa l environmenta l factors， such as the nature and region of preschool， did not have obvious influence on preschoo l teachers’ sel-regulated learning level， we sti l l need to give more policy support to the teachers of private preschools and rura l preschools to strengthen their communication and cooperation within and between preschools and that be- tween preschools and primary schools and improve the application of the earning strategies of criticism and query， sharing and exchange.