运用学习创新的幼儿教师学习管理模式开发研究

摘要

本研究旨在运用学习创新，构建面向泰国黎逸府幼儿教师的学习管理模式。样本群体为黎逸府学前教育领域的幼儿教师及学生，采用简单随机抽样法抽取，共300人。研究所用工具之一为学习创新开发指南。数据分析所采用的统计方法包括学习管理测评、标准差与平均数，以及线性结构关系分析与t检验。研究结果表明，学习创新开发（IML）对幼儿教师的学习管理行为（BeT）具有直接影响，在0.01水平上具有统计学显著性，影响值为1.04。模型中的各构成要素能够解释学习创新开发要素的变异：其对幼儿教师学习管理行为（BeT）的直接影响可解释其变异的90.00%，对另一内生潜变量即学习创新开发（IML）的变异解释率为82.00%。

Abstract

The goal of this study is to use creative learning to establish a learning management model for primary teachers in the Roi Et Province. Early childhood educators and students from Roi Et Province's Department of Early Childhood Education comprise the sample group. This was acquired using a basic random sampling technique (simple random sampling) with 300 participants. The Learning Innovation Development Guide is one of the instruments utilized in the study. The learning management assessments, standard deviations, and averages are among the statistics that were employed in the data analysis, linear structural relationship analysis and the t test. The findings indicated that the evolution of learning innovation (IML) and learning management practices are directly impacted by it (BeT). It was statistically significant for early childhood educators at the 0.01 level, with an effect value of 1.04. The model's components can account for the variations in the learning innovation development components. It directly affects learning management behavior (BeT) of early childhood educators, 90.00% of them are able to account for the variation in another latent internal variable, the development of learning innovation (IML), 82.00%.