Psychological Development and Education ›› 2012, Vol. 28 ›› Issue (5): 510-515.

Previous Articles     Next Articles

An investigation into the Structure Type and Characteristics of Kindergarten Teachers’ Teaching Strategies

QIN Xu-fang1, GAO Bing-cheng2   

  1. 1. Shenyang Normal University, Shenyang 110034;
    2. National Institute of Educational Science, Beijing 100088
  • Online:2012-09-15 Published:2012-09-15

PDF (PC)

Abstract: In order to obtain a better understanding of kindergarten teachers' teaching strategies,we employed self-develope Kindergarten Teachers' Teaching Strategies Questionnaire to investigate the structure and characteristics of 432 kindergarten teachers' teaching strategies in Liaoning province..Results of the study are as follows: 1) The structure of kindergarten teachers' teaching strategies is mainly composed of guidance and monitoring strategies,evaluation and summary strategies,communicative and interactive strategies as well as planning and contingency strategies.2) Kindergarten teachers' teaching strategies can be divided into three types,including comprehensive development type,integration enhance type,and weak exchange strategies type.3) Kindergarten teachers of comprehensive development type had the highest level of teaching strategies; Kindergarten teachers of integration enhance type had the intermediate teaching strategies; while Kindergarten teachers of weak exchange strategies type had the lowest level of teaching strategies.

Key words: Kindergarten teachers, teaching strategies, latent profile analysis

CLC Number: 

  • G615
[1] Abar,B.,& Loken,E.(2010).Self-regulated learning and self-directed study in a pre-college sample.Learning and Individual Differences,20(1),25-29.
[2] Aldridgea,A.A.,& Roesch,S.C.(2008).Developing coping typologies of minority adolescents: A latent profile analysis.Journal of Adolescence,31,499-517.
[3] Douglas D.C.,& Polly F.(1996).Teaching Strategies for Students with Diverse Learning Needs.Lincoln: Nebraska Department of Education.
[4] Elisabeth,C.,Christine,W.,& Ewa,P.(2009).Teaching during clinical practice: Strategies and techniques used by preceptors in nursing education.Nurse Education Today,29,522-526.
[5] Ko,K.J.,Berg,C.A.,Butner,J.,Uchino,B.N.,& Smith,T.W.(2007).Profiles of Successful Aging in Middle-Aged and Older Adult Married Couples.Psychology and Aging,22(4),705-718.
[6] Martel,M.M.,Goth-Owens,T.,Martinez-Torteya,C.,& Nigg,J.T.(2010).A Person-Centered Personality Approach to Heterogeneity in Attention-Deficit/Hyperactivity Disorder (ADHD).Journal of Abnormal Psychology,119(1),186-196.
[7] Miller,H.A.,Turner,K.,& Henderson,C.E.(2009).Psychopathology of Sex Offenders: A Comparison of Males and Females Using Latent Profile Analysis.Criminal Justice and Behavior,36,8-47.
[8] Muthén,L.K.,& Muthén,B.O.(2007).Mplus Statistical Analysis With Latent Variables User's Guide,87-185.
[9] Ronald,A.Berk.(2005).Survey of 12 Strategies to Measure Teaching Effectiveness.International Journal of Teaching and Learning in Higher Education.17(1),48-62.
[10] Roescha,S.C.,Villodasb,M.,& Villodasb,F.(2010).Latent class/profile analysis in maltreatment research: A commentary on Nooner et al.,Pears et al.,and looking beyond.Child Abuse & Neglect,34(3),155-160.
[11] Pastor,D.A.,Barron,K.E.,Miller,B.J.,& Davis,S.L.(2007).A latent profile analysis of college students' achievement goal orientation.Contemporary Educational Psychology,32(1),8-47.
[12] Wehby,J.H.,Lane,K.L.,Little,S.G.,Bray,M.A.,& Kehle,T.J.,(2009).Behavioral interventions in schools: Evidence-based positive strategies.Washington,DC,US: American Psychological Association.
[13] Wolff,U.(2010).Subgrouping of readers based on performance measures: a latent profile analysis.Read writ,23,209-238.
[14] 冯晓丽,瑞冯.(2010).中小学体育教师课堂教学策略应用的结构与差异研究.山西师大体育学院学报,6(25),80-86.
[15] 高丙成,刘儒德,王丹,和美君,袁稹.(2011).初中生自我调节学习的类型及对学习的影响.心理发展与教育,1,76-82.
[16] 和学新.(2000).教学策略的概念、结构及其运用.教育研究,12,54-58.
[17] 黄高庆,申继亮,辛涛.(1998).关于教学策略的思考.教育研究,11,50-54.
[18] 连榕,孟迎芳,廖美玲.(2003).专家-熟手-新手型教师教学策略与成就目标、人格特征的关系研究.心理科学,26(1),28-31.
[19] 孟迎芳,连榕,郭春彦.(2004).专家-熟手-新手型教师教学策略的比较研究.心理发展与教育,4,70-73.
[20] 孙有智.(2007).新手型、熟手型、专家型中学体育教师教学策略比较.湖州师范学院学报,29(1),83-86.
[21] 孙有智.(2010).《中学体育教师教学策略量表》的改编及信效度检验.浙江体育科学,32(4),103-105.
[22] 王仰东.(2008).一般型与专家型地理教师教学策略比较研究,东北师范大学,长春.
[23] 肖红,徐春美,代增真.(2010).艺术院校大学英语教学策略的结构体系研究.教学研究,33(4),60-63.
[24] 张大均.(2003).教与学的策略.北京: 人民教育出版社.
[1] WANG Yulong, SU Huijuan, LIN Xiuyun. The Classification of Self-injury in Adolescents: Based on Latent Profile Analysis [J]. Psychological Development and Education, 2023, 39(5): 735-742.
[2] LIU Sihan, WU Xinchun, WANG Xinyi. Latent Profiles of Parenting Styles and Their Associations with Academic Engagement and Anxiety Symptoms in Adolescents [J]. Psychological Development and Education, 2023, 39(5): 673-682.
[3] LI Xiaoqing, LIU Yinzhang, WANG Yue, JIANG Suo. Effects of Violence Exposure on School Bullying among Early-age Adolescents of Different Genders: Based on Latent Profile Analysis [J]. Psychological Development and Education, 2023, 39(2): 255-265.
[4] XU Xinpei, MO Lingfei, LIU Ming, DENG Ciping. Grade 10 Students' Achievement Goal Orientation Patterns and Their Academic Adjustment: Based on Latent Profile Analysis [J]. Psychological Development and Education, 2022, 38(1): 81-89.
[5] YANG Xiaoxia, CHEN Liang, CAO Yanmiao, BI Xinwen, CHEN Guanghui, ZHANG Wenxin. Peer Victimization During Early Adolescence: Person Centered Analysis [J]. Psychological Development and Education, 2020, 36(2): 146-156.
[6] XIE Jiashu, WEI Yumin, ZHU Zhuorong. Patterns of Bullying Victimization among Adolescents in China: Based on Latent Profile Analysis [J]. Psychological Development and Education, 2019, 35(1): 95-102.
[7] LIU Dan, JIAO Runkai, WANG Heli, LI Feifei. The Relationship Between Preschool Teachers' Emotional Labor Strategies and Burnout: An Application of Latent Profile Analysis [J]. Psychological Development and Education, 2018, 34(6): 742-749.
[8] HU Yiqiu, LIU Shuangjin, LI Zhihua, ZHU Cuiying, SUN Huanliang, FAN Xinghua. Heterogeneity in Anxiety Felt by Left-behind Children in Rural Areas: Based on Latent Profile Analysis [J]. Psychological Development and Education, 2018, 34(3): 346-352.
[9] SU Binyuan, ZHANG Jieting, YU Chengfu, ZHANG Wei. Identifying Psychological or Behavioral Problems of College Students: Based on Latent Profile Analysis [J]. Psychological Development and Education, 2015, 31(3): 350-359.
[10] GAO Bing-cheng. Types of Preschoolers’ School Readiness and Their Relationship with Self-confidence and Anxiety [J]. Psychological Development and Education, 2014, 30(5): 504-511.
[11] XIANG Zi-ni, ZHANG Xing-hui, LI Ya-jun, WANG Yun, LI Yan-fang. Classes of Mothers' Parenting Stress with Children Aged 3~5 and Their Predictors [J]. Psychological Development and Education, 2014, 30(4): 427-434.
[12] WANG Gang. The Characteristics of Kindergarten Teachers’ Occupational Well-being and Its Relationship with Occupational Commitment [J]. Psychological Development and Education, 2013, 29(6): 616-624.
[13] GAO Bing-cheng, LIU Ru-de, WANG Dan, HE Mei-jun, YUAN Zhen. Types of Self-regulated Learning of Junior Middle School Students and Their Influence on Learning [J]. Psychological Development and Education, 2011, 27(1): 76-82.
[14] . Experimental Research of the Advance Organizers Strategies in History Classroom Teaching of Middleschool [J]. Psychological Development and Education, 2000, 16(2): 28-32.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd