幼儿教师批判性思维态度对新课程实施态度的影响

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity Pub Date : 2025-05-13 DOI:10.1016/j.tsc.2025.101868

Ming-Yue Lin , Jon-Chao Hong , Ta-Joung Chin , Nanxi Chen

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引用次数: 0

摘要

新课程大纲的实施带来了教育的进步，但也扰乱了教师的习惯性工作模式。提高教育人员对课程的接受程度仍然是一个严峻的挑战。为了解决这一问题，本研究探讨了批判性思维态度（CT态度）、感知理解难易程度（PEU）、感知整合难易程度（PEI）和新课程大纲实施态度（ATI）之间的关系。本研究收集了256位曾在教学中使用台湾新课程大纲的幼师的资料。结构方程建模结果表明，CT姿态与PEU、PEI均呈正相关；PEI与ATI呈正相关；CT态度与ATI呈正相关，由PEU和PEI介导。此外，PEU对ATI的预测能力大于PEI。结果表明，实施新课程改革的关键是教师的CT态度。

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The influence of preschool teachers’ critical thinking attitude on their perceived ease of understanding and integrating, and attitude toward implementation of a new curriculum

The implementation of new curriculum outlines brings advancements in education, but also disrupts teachers’ habitual work patterns. Enhancing curriculum acceptance among educational personnel remains a critical challenge. To address this issue, the present study explored the relationships between critical thinking attitude (CT attitude), perceived ease of understanding (PEU), perceived ease of integrating (PEI), and attitude toward implementation (ATI) of new curriculum outlines. Data were collected from 256 preschool teachers who had experience using Taiwan’s new curriculum outline in their teaching. After structural equation modeling, the results indicated that CT attitude was positively related to both PEU and PEI; PEI was positively related to ATI; and CT attitude was positively related to ATI, mediated by PEU and PEI. Additionally, the predictive power of PEU was greater than that of PEI in relation to ATI. The results suggest that the key to adopting new curriculum reform is teachers’ CT attitude.

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来源期刊

Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

16.20%

发文量

172

审稿时长

76 days

期刊介绍： Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.