基于扎根理论的幼儿园教师食育素养提升策略
Research on Strategies for Improving Kindergarten Teachers'Dietary Education Literacy Based on Grounded Theory
张译匀1
作者信息
摘要
目的 剖析幼儿园教师期望的食育素养提升方式,提出支持策略.方法 对22名幼儿园教师进行深度访谈,运用扎根理论分析访谈资料.结果 幼儿园教师食育素养提升方式有三种:他人协同型学习、自我指导型学习与资源支持型学习.幼儿园教师对他人协同型学习的需求较大,自我指导型学习的效果显著但存在差异,缺乏对学习资源的挖掘.结论 构建异质学习共同体、搭建沉浸式实践平台、共建共享食育资源能帮助幼儿园教师提升食育素养.
Abstract
Objective To analyze the ways in which kindergarten teachers expect to improve their dietary education literacy and propose support strategies.Methods The in-depth interviews were conducted among 22 kindergarten teachers and the data were analyzed using grounded theory.Results There were three ways for kindergarten teachers to improve their dietary education literacy:collaborative learning with others,self-directed learning,and resource supported learning.Kindergarten teachers had a high demand for collaborative learning from others,and the effectiveness of self-directed learning was significant but there were differences,lacking in the exploration of learning resources.Conclusion Building a heterogeneous learning community,building an immersive practice platform,and jointly building and sharing dietary education resources can help kindergarten teachers improve their dietary education literacy.
关键词
饮食教育/饮食教育素养/食育教师/扎根理论Key words
Diet education/Dietary education literacy/Dietary education teacher/Grounded theory引用本文复制引用
基金项目
江苏省高校哲学社会科学研究(2022SJYB0848)
出版年
2024
国家科技期刊平台
NSTL
万方数据