城乡中小学教师教学效能感的比较研究
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摘要
自我效能感(Self-efficacy)是20世纪70年代班杜拉提出的一个核心概念，现已成为心理学研究的热点问题之一。当前国内外学术界非常重视教师自我效能感问题的研究，主要涉及教师的教学效能感的结构、影响教师教学效能感的因素以及培训措施等变量。本研究试图对城市和乡村中小学教师教学效能感进行比较，旨在通过考察城乡地区中小学教师教学效能感的差异状况及其特点，分析探讨教师教学效能感的因素，为不同特征教师培训提供更为有效的建议。同时为促进中小学教师教学水平的提高，为制定科学的教师培训干预措施提供心理学依据。
所谓教师教学效能感，是指教师对其组织和实施某一行动的能力的信念和信心，它包括两个方面，即一般教育效能感和个人教学效能感。国外许多研究已表明，教师教学效能感不同是影响教师在教学效果上出现差异的一个主要原因，教师教学效能感差异会影响到他们的具体教学行为和教学方式，从而产生学生学习动机和学习成绩上出现明显的变化。由于教师教学效能感的高低与其教学行为和教学效果之间的内在相互依存关系，因此当前学术界普遍认为，教师的教学效能感是影响教学质量的核心变量之一，也是提高在职教师素质和教学能力的关键要素。
本研究采用北京师范大学发展心理学研究所编制的教师教学效能感量表，对426名城市和乡村中小学教师进行了问卷调查，其中城市教师220名，乡村教师206名，研究样本中共有男教师168名，女教师258名，具有中专学历的教师60名，大专学历教师151名，大学本科以上学历教师215名，教龄在5年内教师62名，教龄在6至10年教师106名，教龄在10至20年教师160名，教龄在20年以上教师98名。经过对调查的结果进行分析，得出以下结论：
1．城乡教师在个人教学效能感方面存在显著差异，城市小学教师的个人教学效能感明显高于乡村教师。中学则相反，乡村教师的个人教学效能感高于城市教师，城乡间具有非常显著的差异。这其中的主要原因可能有：一是由于经济、文化环境的差异而带来的教育理念的不同，尤其是近几年来素质教育的思想和新课程改革的新观念所造成的；二是因为各校管理水平的差异；三是城乡教师工作压力、社会承担等方面因素的不同。城乡中小学教师教学效能感的差异是诸多因素综合作用的结果。
2．学历了 系＊城乡教9 个人教学效方 感的形，D川NX 城小故Ji 刀面 且帅学川
的教师个人教学效能感欣乐 而乡村教师中，八千计科。’油川勺教师最高。其主义
原因是不同学历提供的职业培训不同，中师教育较重视教师从本功和专业技能的
训练，因而有较强的适应能力，）Jl上学历层次的要求不I阶提高，只有多年教龄的
中师学历教帅教学效能感较；岗，具有大学术科学历的纠。州o．【j效能＆也和。
3．性0川sk对城巾和乡村教师的个人教学效能感分别有不MD’加以．向。农村教
师个人教学效能感具有显著的性别差异，女教师的个人教学效能感高于男教师，
城市教师的个人教学效能感则无性别差异。农村教师个人教兮，效能感具有性别外
异可能是因为他们对教师的职业定位和角色认同所致，也有对门找小问归州人则j
的原p1。
4．教龄别‘城乡教师教学效能感的职们主要表l见为从奴5V内的队”厂儿撒帅‘J
从教20 ’卜以上的老教帅之W存在创社著性并导。城巾彻中的个人教学效能感随科
龄增K持续上对·，而乡村教则侧在20年教龄后I略有下1午。教帅个人教学效能感附
—．、。一 教龄的增长不断上升的趋势，是其教学经验积累的结果，它反映了教师教。们大能
的提高，职J卜意识和教师角色认同感的明确。也可视为教帅个体工作啊I区文化的
发展产物。因此教龄是脑们教师教学效能感的工业！a党、乡利地叫周以见级’产效能
感下降的现象可能是习得无助归因所致，它与教师职业倦怠、＿［川压力等有关。
狠抓研究结果，作料认为：
分一，川IJI＊一叫。学教师的向我效能感和】教川小3念的培养＊仆，把钥Dn、亏念和
政帅教学效能感作为教师素质培v！！的重要心现机制。
第二，对不冈叫拟］和不同教龄段的教帅实施小1丁！v川I）时川队
第三，应加强对乡村教师的培训工作，为乡村教师】W进修、川if］1优促V ！i的
条y和机会口
则U，优化乡村牧帅的性别纤i构，转变乡村规、冈山水＊I川河化；
第五，应注重对教师反思能力和元认知的训I练，从而个山I忧化和健合测．川1’J
15我教学效日心W素质打响＊
The self-efficiency theory has been becoming the key problem since 1970's Bandura forward it. It arrested high attention of the scholars both in china and abroad .The study, which had been done, was about the structure of the teacher's teaching efficiency, the factors that take effect to it and the training measures. But the main content of my paper is the comparison of the teaching efficiency in country and city areas. To analyze the causes of the differences between them. We can make effective suggestions for training those teachers.
The teacher's teaching efficiency refers to the belief and courage that the teacher gave when they take some action .It can be divided into two patterns. That is: General teaching efficiency and Personal teaching efficiency.. Many studies from abroad show that the Teachers' teaching efficacy will effect teacher's teaching result activity and method. Also it will influence students' learning motivation and performances .So in academic circles, people all thought that Teaches' teaching efficiency is the key factor to affect the teaching result and teachers' teaching abilities.
My study is on the basis of the research made by Beijing Normal University Psychology study center, 426 teachers are studied, of whom, 220 come from city area, 206 are from country area, 168 are men and 258 are women.60 graduate from technical secondary school, 151 graduate from universities and colleges and 215 got bachelor degree. Also green-hand teachers are 62, suitable ones are 10, skilled are 160 and expert-patterns are 98. By studying them, I got the following conclusion.
1. In primary school, teachers from city areas are better than those from county areas in Personal teaching efficacy. But in the middle school, it is the opposite way .the causes for the differences maybe as follows: 1) The economy and culture difference 2) the different management .3) the different working pressure and responsibility.
2. Educational background affects the personal teaching efficacy .In the city areas, those who graduate from the technical Secondary School are the higher. But in the country areas, those who have Bachelor degrees are the best one. The reason for this is that they have the different training experiences.
3. The Sex can affect the personal teaching efficiency, in the country area; the female teacher is higher than male one in general. But in the city area, there is no difference.
4. The Teaching Experiences also affect the personal teaching efficacy in different areas. In the city area, the teacher's Personal teaching efficiency are going up gradually, but in the country area, after 20 years of teaching, it is going down step by step .This phenomenon are caused by many factors such as the pressure, the psychology,
etc.
According to the study result, the author considered that:
First, we should enstrength the training on the sense of self-efficiency and teachers' belief for high school and primary teachers as one of their core qualities.
Second, we should adopt various methods to train teachers who are in different period and school age
Third, we should especially enhance the training for" teachers in the rural area. And offer them more opportunities to attend in an advanced study
Forth, we should optimize gender structure of the country teachers and change their professional orientation.
Fifth, we should pay comer attention to train teachers the ability of meta-cognition and reflective ability, so it can optimize and conform the teachers' quality structure comprehensively .
所谓教师教学效能感，是指教师对其组织和实施某一行动的能力的信念和信心，它包括两个方面，即一般教育效能感和个人教学效能感。国外许多研究已表明，教师教学效能感不同是影响教师在教学效果上出现差异的一个主要原因，教师教学效能感差异会影响到他们的具体教学行为和教学方式，从而产生学生学习动机和学习成绩上出现明显的变化。由于教师教学效能感的高低与其教学行为和教学效果之间的内在相互依存关系，因此当前学术界普遍认为，教师的教学效能感是影响教学质量的核心变量之一，也是提高在职教师素质和教学能力的关键要素。
本研究采用北京师范大学发展心理学研究所编制的教师教学效能感量表，对426名城市和乡村中小学教师进行了问卷调查，其中城市教师220名，乡村教师206名，研究样本中共有男教师168名，女教师258名，具有中专学历的教师60名，大专学历教师151名，大学本科以上学历教师215名，教龄在5年内教师62名，教龄在6至10年教师106名，教龄在10至20年教师160名，教龄在20年以上教师98名。经过对调查的结果进行分析，得出以下结论：
1．城乡教师在个人教学效能感方面存在显著差异，城市小学教师的个人教学效能感明显高于乡村教师。中学则相反，乡村教师的个人教学效能感高于城市教师，城乡间具有非常显著的差异。这其中的主要原因可能有：一是由于经济、文化环境的差异而带来的教育理念的不同，尤其是近几年来素质教育的思想和新课程改革的新观念所造成的；二是因为各校管理水平的差异；三是城乡教师工作压力、社会承担等方面因素的不同。城乡中小学教师教学效能感的差异是诸多因素综合作用的结果。
2．学历了 系＊城乡教9 个人教学效方 感的形，D川NX 城小故Ji 刀面 且帅学川
的教师个人教学效能感欣乐 而乡村教师中，八千计科。’油川勺教师最高。其主义
原因是不同学历提供的职业培训不同，中师教育较重视教师从本功和专业技能的
训练，因而有较强的适应能力，）Jl上学历层次的要求不I阶提高，只有多年教龄的
中师学历教帅教学效能感较；岗，具有大学术科学历的纠。州o．【j效能＆也和。
3．性0川sk对城巾和乡村教师的个人教学效能感分别有不MD’加以．向。农村教
师个人教学效能感具有显著的性别差异，女教师的个人教学效能感高于男教师，
城市教师的个人教学效能感则无性别差异。农村教师个人教兮，效能感具有性别外
异可能是因为他们对教师的职业定位和角色认同所致，也有对门找小问归州人则j
的原p1。
4．教龄别‘城乡教师教学效能感的职们主要表l见为从奴5V内的队”厂儿撒帅‘J
从教20 ’卜以上的老教帅之W存在创社著性并导。城巾彻中的个人教学效能感随科
龄增K持续上对·，而乡村教则侧在20年教龄后I略有下1午。教帅个人教学效能感附
—．、。一 教龄的增长不断上升的趋势，是其教学经验积累的结果，它反映了教师教。们大能
的提高，职J卜意识和教师角色认同感的明确。也可视为教帅个体工作啊I区文化的
发展产物。因此教龄是脑们教师教学效能感的工业！a党、乡利地叫周以见级’产效能
感下降的现象可能是习得无助归因所致，它与教师职业倦怠、＿［川压力等有关。
狠抓研究结果，作料认为：
分一，川IJI＊一叫。学教师的向我效能感和】教川小3念的培养＊仆，把钥Dn、亏念和
政帅教学效能感作为教师素质培v！！的重要心现机制。
第二，对不冈叫拟］和不同教龄段的教帅实施小1丁！v川I）时川队
第三，应加强对乡村教师的培训工作，为乡村教师】W进修、川if］1优促V ！i的
条y和机会口
则U，优化乡村牧帅的性别纤i构，转变乡村规、冈山水＊I川河化；
第五，应注重对教师反思能力和元认知的训I练，从而个山I忧化和健合测．川1’J
15我教学效日心W素质打响＊
The self-efficiency theory has been becoming the key problem since 1970's Bandura forward it. It arrested high attention of the scholars both in china and abroad .The study, which had been done, was about the structure of the teacher's teaching efficiency, the factors that take effect to it and the training measures. But the main content of my paper is the comparison of the teaching efficiency in country and city areas. To analyze the causes of the differences between them. We can make effective suggestions for training those teachers.
The teacher's teaching efficiency refers to the belief and courage that the teacher gave when they take some action .It can be divided into two patterns. That is: General teaching efficiency and Personal teaching efficiency.. Many studies from abroad show that the Teachers' teaching efficacy will effect teacher's teaching result activity and method. Also it will influence students' learning motivation and performances .So in academic circles, people all thought that Teaches' teaching efficiency is the key factor to affect the teaching result and teachers' teaching abilities.
My study is on the basis of the research made by Beijing Normal University Psychology study center, 426 teachers are studied, of whom, 220 come from city area, 206 are from country area, 168 are men and 258 are women.60 graduate from technical secondary school, 151 graduate from universities and colleges and 215 got bachelor degree. Also green-hand teachers are 62, suitable ones are 10, skilled are 160 and expert-patterns are 98. By studying them, I got the following conclusion.
1. In primary school, teachers from city areas are better than those from county areas in Personal teaching efficacy. But in the middle school, it is the opposite way .the causes for the differences maybe as follows: 1) The economy and culture difference 2) the different management .3) the different working pressure and responsibility.
2. Educational background affects the personal teaching efficacy .In the city areas, those who graduate from the technical Secondary School are the higher. But in the country areas, those who have Bachelor degrees are the best one. The reason for this is that they have the different training experiences.
3. The Sex can affect the personal teaching efficiency, in the country area; the female teacher is higher than male one in general. But in the city area, there is no difference.
4. The Teaching Experiences also affect the personal teaching efficacy in different areas. In the city area, the teacher's Personal teaching efficiency are going up gradually, but in the country area, after 20 years of teaching, it is going down step by step .This phenomenon are caused by many factors such as the pressure, the psychology,
etc.
According to the study result, the author considered that:
First, we should enstrength the training on the sense of self-efficiency and teachers' belief for high school and primary teachers as one of their core qualities.
Second, we should adopt various methods to train teachers who are in different period and school age
Third, we should especially enhance the training for" teachers in the rural area. And offer them more opportunities to attend in an advanced study
Forth, we should optimize gender structure of the country teachers and change their professional orientation.
Fifth, we should pay comer attention to train teachers the ability of meta-cognition and reflective ability, so it can optimize and conform the teachers' quality structure comprehensively .
引文
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