中小学教师教学监控能力的发展机制及其演化:基于非线性动力学的分析
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摘要
基于非线性动力学原理和"新手—熟手—专家"研究范式,建构了以教学监控能力、教学效能感、教学动机、教师人格特征、教学风格5个子系统作为能力采集点的中小学教师教学监控能力发展的非线性动力学模型,旨在探讨中小学教师教学监控能力的发展机制及其演化。通过伊辛模型和福克普朗克模型描述了272名中小学教师教学监控能力系统的动态演化特点,考察了动力学参数所支配的不同系统发展状态的概率分布和动力学特征。结果:(1)非线性动力学模型中的伊辛模型和主方程、福克普朗克方程是探讨教学监控能力系统的演化与发展的一个有效的工具。(2)在新手教师发展成熟手教师的过程中,教学监控能力演化的动力学参数显示教学监控能力系统的要素间协同作用还未形成。对此可通过持续系统变化的临界点予以分类指导。在超过临界点前,新手教师适合进行普适性的教学监控能力培训;当超过临界点后,可根据具体的系统概率分布来找到教学监控能力发展的最佳作用点。(3)熟手教师向专家教师发展过程中教学监控能力演化的动力学参数显示系统的发展有多种可能性。
Based on the principle of nonlinear dynamic and novice-skilled-expert teacher paradigm,the present study proposes the nonlinear dynamic developmental model of teaching-regulated ability in primary and middle school teachers,which mainly includes 5subsystems as teaching-monitoring ability,teaching efficacy,teaching motivation,teachers' personality traits and teaching style,and as different raw data collection points about its' corresponding ability.In this article,we firstly constructed a simple mathematic model concerning teaching-regulated ability,and its dynamic parameters or metrics.Then on the basis of nonlinear dynamic methodology,Ising Model and Fokker-Planck Model were used to analyze and describe the dynamic evolution characteristics of the teaching-regulated ability system for 272 primary or middle school teachers(87novice teachers,121 skilled teachers,64 expert teachers).The following results showed:(1)Ising Model,Maser equation and Fokker-Planck equation are the efficient tools in exploring the evolution and development of teaching-regulated ability system.(2)At the states of the novice teachers becoming the skilled teachers,the synergistic effect of the elements in teaching monitor system have never formed.(3)During the period of becoming the expert teachers,the whole system is at the bifurcation state,and there are several possibilities for its development.These results suggest that we can timely and accurately grasp the development and evolution of teaching-monitor ability in primary and middle school teachers,by applying nonlinear dynamic method.
Based on the principle of nonlinear dynamic and novice-skilled-expert teacher paradigm,the present study proposes the nonlinear dynamic developmental model of teaching-regulated ability in primary and middle school teachers,which mainly includes 5subsystems as teaching-monitoring ability,teaching efficacy,teaching motivation,teachers' personality traits and teaching style,and as different raw data collection points about its' corresponding ability.In this article,we firstly constructed a simple mathematic model concerning teaching-regulated ability,and its dynamic parameters or metrics.Then on the basis of nonlinear dynamic methodology,Ising Model and Fokker-Planck Model were used to analyze and describe the dynamic evolution characteristics of the teaching-regulated ability system for 272 primary or middle school teachers(87novice teachers,121 skilled teachers,64 expert teachers).The following results showed:(1)Ising Model,Maser equation and Fokker-Planck equation are the efficient tools in exploring the evolution and development of teaching-regulated ability system.(2)At the states of the novice teachers becoming the skilled teachers,the synergistic effect of the elements in teaching monitor system have never formed.(3)During the period of becoming the expert teachers,the whole system is at the bifurcation state,and there are several possibilities for its development.These results suggest that we can timely and accurately grasp the development and evolution of teaching-monitor ability in primary and middle school teachers,by applying nonlinear dynamic method.
引文
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[11]贺雯.教师的教学风格及其发展研究[J].外国中小学教育,2008,(7).
[12]李如密.教学风格的内涵及载体[J].上海教育科研,2002,(4).
[13]辛涛,林崇德.教师教学监控能力发展:质与量的分析[J].中国教育学刊,1999,(6).
[14]申继亮,辛涛.关于教师教学监控能力的培养研究[J].北京师范大学学报(社科版),1996,(1).
[15]辛涛,林崇德,申继亮.任务指向型干预手段对教师教学监控能力的影响[J].心理科学,2000,(2).
[16]俞国良,辛涛,申继亮.教师教学效能感:结构与影响因素的研究[J].心理学报,1995,(2).
[17]辛涛.论教师的教学效能感[J].应用心理学,1996,(2).
[18]王梅.新课程改革对教师教学效能感、教学动机和职业紧张应对的影响研究[D].西南师范大学硕士论文.
[19]蔡华俭,朱臻雯,杨治良.心理类型量表(MBTI)的修订初步,应用心理学,2001,(2).
[20]贺雯.教师教学风格的调查研究[J].心理科学,2005,(1).
[2]王沛,关文军,王阳.中小学教师教育教学能力的内涵与结构[J].课程·教材·教法,2010,(6).
[3]王沛,陈淑娟.教师从教质量标准——教师工作胜任特征及其模型建构理论[J].上海师范大学学报(哲学社会科学版),2008,(5).
[4]俞国良,辛自强,汤鉴澄,俞晓东.中小学教师教学监控能力:发展特点与相关因素[J].心理发展与教育,1998,(2).
[5]万云英.教师的优良心理品质[J].心理科学通讯,1990,(3).
[6]王沛,陈淑娟.国外教师工作胜任特征理论建构述略[J].外国教育研究,2007,(208).
[7]吴光勇,黄希庭.当代中学生喜爱的教师人格特征研究[J].教育研究与实验,2003,(4).
[8]辛涛,林崇德,申继亮.教师教学监控能力与其教育观念的关系研究[J].心理发展与教育,1997,(2).
[9]罗晓路.专家—新手型教师教学效能感和教学监控能力研究[J].心理科学,2003,(6).
[10]林崇德,申继亮,辛涛.论教师素质的构成及其培养的途径[J].中国教育学刊,1996,(6).
[11]贺雯.教师的教学风格及其发展研究[J].外国中小学教育,2008,(7).
[12]李如密.教学风格的内涵及载体[J].上海教育科研,2002,(4).
[13]辛涛,林崇德.教师教学监控能力发展:质与量的分析[J].中国教育学刊,1999,(6).
[14]申继亮,辛涛.关于教师教学监控能力的培养研究[J].北京师范大学学报(社科版),1996,(1).
[15]辛涛,林崇德,申继亮.任务指向型干预手段对教师教学监控能力的影响[J].心理科学,2000,(2).
[16]俞国良,辛涛,申继亮.教师教学效能感:结构与影响因素的研究[J].心理学报,1995,(2).
[17]辛涛.论教师的教学效能感[J].应用心理学,1996,(2).
[18]王梅.新课程改革对教师教学效能感、教学动机和职业紧张应对的影响研究[D].西南师范大学硕士论文.
[19]蔡华俭,朱臻雯,杨治良.心理类型量表(MBTI)的修订初步,应用心理学,2001,(2).
[20]贺雯.教师教学风格的调查研究[J].心理科学,2005,(1).