教师教学伦理敏感性的跨情境性与结构效度检验  

A Study on Ethical Sensitivity of Teaching's Cross-situational Stability and Construct Validity

作　　者：任强[1] 郑信军[2] 

机构地区：[1]湖州师范学院人文社科处,浙江湖州313000 [2]温州大学教师教育学院,浙江温州325035

出　　处：《教育科学》2013年第5期44-50,共7页Education Science

基　　金：教育部人文社科规划课题"中小学教师教学伦理敏感性及其发展的实证研究"(课题批准号:10YJA880193)的阶段性研究成果

摘　　要：教师的教学伦理敏感性是教师对教学活动中伦理价值优先的反应倾向与觉察、识别教学活动中潜在伦理问题的能力。本研究以浙江省中小学教师为被试,编制出教师教学伦理敏感性测量问卷验证教学伦理敏感性的结构,并分析教学伦理敏感性在教学主要环节中所体现出的跨情境稳定性。结果显示:去结构化的情境故事内蕴映证了教师教学伦理敏感性的内隐性;教学的主要环节中均体现出了教师的教学伦理敏感性,即教学伦理敏感性具有跨教学情境的稳定性;验证性因素分析各项测量指标相对拟合由伦理觉察、后果意识和伦理情感三因素构成的教学伦理敏感性结构模型。Teachers' teaching ethnical sensitivity is the interpretation ability to detect implicit ethical situation and explain potential ethical problems of teaching activities.With the samples of 452teachers in zhejiang province,this study develops teaching ethnical sensitivity measurement tool,and tests its structure and cross-situational stability,by screening the situation stories and establishing the ethical theme assessment system and score method.The results indicated that(1)the unstructured stories accord with the essence of teaching ethnical sensitivity;(2)teaching ethnical sensitivity showed cross-situational stability in the teaching activities;(3)based on the Confirmatory factor analysis,the structure of teaching ethnical sensitivity is mainly composed of ethical perception,awareness of consequence,ethical emotion.

关 键 词：结构效度 跨情境性 教学伦理敏感性 教师 

分 类 号：G635.1[文化科学—教育学]