乡村青年幼儿教师的自我价值感与教学创新的现状与提升策略
DOI:
https://doi.org/10.70693/rwsk.v1i8.1261Keywords:
乡村幼儿教师, 自我价值感, 教学创新, 提升策略国家安全Abstract
为探究乡村幼儿教师自我价值感对教学创新的影响，本研究选取四川省 116 名乡村幼儿教师作为样本，运用问卷调查法与分组回归分析方法展开研究。结果显示：新手教师（教龄≤5年）的自我价值感对教学创新无显著的预测效应，而资深教师（教龄> 5年）的自我价值感对教学创新具有显著的正向预测作用（β= 0.324，ρ< 0.05）。研究提示需构建分阶段教师支持体系，以提升乡村学前教育质量。
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