高校思想政治理论课教师教学效能感现状及影响因素研究
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摘要
教师教学效能感是教师对自己影响学生学习行为和学习成绩的能力的主观判断,它在教师的教育观念中处于核心地位。本研究旨在通过对湖南省高校思想政治理论教师教学效能感现状及相关影响因素的调查研究,探讨当前思想政治理论课教师教学效能感的现状、特点及相关影响因素,希望能在理论上丰富思想政治课教师教学效能感的研究,在实践中为思想政治理论课教师的培养、管理以及提高思想政治理论教学质量提供理论和实践依据,并为高校思想政治理论课改革和发展提供一定的参考。
本研究采用随机取样的方法,从湖南省各高校随机选取160名思想政治理论课教师作为被试,采用问卷调查法,结合个案访谈法进行研究。本研究主要研究工具为教学效能感量表、教学归因方式问卷、人格特质量表和学校环境问卷,在获得调查结果后,使用SPSS 12.0和LISREL8.70统计软件进行数理统计,得出以下主要研究结果:
1、高校思想政治理论课教师教学效能感相对其它中小学教师教学效能感总体水平来说偏低;
2、高校思想政治理论课教师性别特征在个人教学效能感和一般教学效能感上都存在差异,而教龄、学历、学校类型特征只在个人教学效能感上存在差异。学校类型在一般教学效能感上和性别有交互作用,这种交互作用主要表现在高职院校这一类型,即男女在一般教学效能感上的差异主要存在高职院校;
3、人格特质因素、环境因素和教学归因方式因素对高校思想政治理论课教师教学效能感有较好的预测能力;
4、不同的变量对教学效能感的影响途径是不同的,教学归因方式直接对教学效能感产生影响,人格特质因素和环境因素不仅直接对教学效能感产生影响,而且通过教学归因方式对教学效能感产生间接影响。
Teaching efficacy is the teacher's subjective judgment of his influence on the student's behavior and academic performance and plays an important role in a teacher's educational conception. Some researches show that a teaching efficacy goes hand in hand with his teaching behavior and effect, thus becomes one of the key factors of student's achievements. By investigating Ideology and Politics teaching efficacy of higher Institutions in Hunan Province and the relative factors concerned, this paper discusses the situation, features and the relative factors of Ideology and Politics teaching efficacy of higher Institutions in Hunan Province, which expands studies on Ideology and Politics teaching efficacy theoretically. Meanwhile it may be the groundwork for Politics teacher's training, management and the improvement of Politics classroom teaching quality, supplying curriculum innovation and development with some valuable datum.
The writer chooses 160 Ideology and Politics teachers as participants at random in Hunan Province, investigating by questionnaire and interview. Research instruments are teaching efficacy scale table, personality idiosyncrasy scale table, questionnaire on teaching contribution approach and school environment. The data are collected and analyzed by using SPSS12.0 and LISREL8.70. The following findings are achieved:
1. Teaching efficacy of Ideology and Politics teachers in higher Institutions, as a whole, is relatively in a lower level than that of other teachers in high school or elementary school.
2.There is difference between Ideology and Politics teachers with different features, gender both in common teaching efficacy and the individual's, while namely, education experience, school types, just in individual teaching efficacy. but school types interactive affect gender just in common teaching efficacy, There is difference between gender teachers in lower college;
3.The environment, personality idiosyncrasy and teaching contribution approach are good indicators of teaching efficacy of Politics teachers in higher institutions.
4.Different variables affect the teaching efficacy in an unlike way:The teaching contribution approach influences it directly; the environment and personality idiosyncrasy work on it not only directly but by the teaching contribution approach.
本研究采用随机取样的方法,从湖南省各高校随机选取160名思想政治理论课教师作为被试,采用问卷调查法,结合个案访谈法进行研究。本研究主要研究工具为教学效能感量表、教学归因方式问卷、人格特质量表和学校环境问卷,在获得调查结果后,使用SPSS 12.0和LISREL8.70统计软件进行数理统计,得出以下主要研究结果:
1、高校思想政治理论课教师教学效能感相对其它中小学教师教学效能感总体水平来说偏低;
2、高校思想政治理论课教师性别特征在个人教学效能感和一般教学效能感上都存在差异,而教龄、学历、学校类型特征只在个人教学效能感上存在差异。学校类型在一般教学效能感上和性别有交互作用,这种交互作用主要表现在高职院校这一类型,即男女在一般教学效能感上的差异主要存在高职院校;
3、人格特质因素、环境因素和教学归因方式因素对高校思想政治理论课教师教学效能感有较好的预测能力;
4、不同的变量对教学效能感的影响途径是不同的,教学归因方式直接对教学效能感产生影响,人格特质因素和环境因素不仅直接对教学效能感产生影响,而且通过教学归因方式对教学效能感产生间接影响。
Teaching efficacy is the teacher's subjective judgment of his influence on the student's behavior and academic performance and plays an important role in a teacher's educational conception. Some researches show that a teaching efficacy goes hand in hand with his teaching behavior and effect, thus becomes one of the key factors of student's achievements. By investigating Ideology and Politics teaching efficacy of higher Institutions in Hunan Province and the relative factors concerned, this paper discusses the situation, features and the relative factors of Ideology and Politics teaching efficacy of higher Institutions in Hunan Province, which expands studies on Ideology and Politics teaching efficacy theoretically. Meanwhile it may be the groundwork for Politics teacher's training, management and the improvement of Politics classroom teaching quality, supplying curriculum innovation and development with some valuable datum.
The writer chooses 160 Ideology and Politics teachers as participants at random in Hunan Province, investigating by questionnaire and interview. Research instruments are teaching efficacy scale table, personality idiosyncrasy scale table, questionnaire on teaching contribution approach and school environment. The data are collected and analyzed by using SPSS12.0 and LISREL8.70. The following findings are achieved:
1. Teaching efficacy of Ideology and Politics teachers in higher Institutions, as a whole, is relatively in a lower level than that of other teachers in high school or elementary school.
2.There is difference between Ideology and Politics teachers with different features, gender both in common teaching efficacy and the individual's, while namely, education experience, school types, just in individual teaching efficacy. but school types interactive affect gender just in common teaching efficacy, There is difference between gender teachers in lower college;
3.The environment, personality idiosyncrasy and teaching contribution approach are good indicators of teaching efficacy of Politics teachers in higher institutions.
4.Different variables affect the teaching efficacy in an unlike way:The teaching contribution approach influences it directly; the environment and personality idiosyncrasy work on it not only directly but by the teaching contribution approach.
引文
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