教师背景变量对教师教学效果影响的多层线性分析  

Hierarchical Analysis of the Impact of Context Variables on the Teaching Effect

作　　者：刘红云[1] 孟庆茂[1] 

机构地区：[1]北京师范大学心理学院,北京100875

出　　处：《心理发展与教育》2002年第4期70-75,共6页Psychological Development and Education

摘　　要：用《教师教学效果评价问卷 (学生版 )》问卷对高校 181名教师的教学效果进行调查 ,用多层次分析法对影响教师教学效果的教师背景变量 :教师性别、年龄、学历、职称、所教专业、年级、班级大小以及课程类别对教师教学效果影响程度进行分析 ,目的在于通过用多层分析法更合理分析教师背景变量对教学效果产生的影响 ,为客观比较教师教学效果之间的差异提供依据。研究结果表明 :(1)多层次分析法得到比传统回归分析和方差分析更合理更准确的结果 ;(2 )教师背景变量教师中性别、学历、专业以及所教班级的大小对于教师教学效果评价效果没有显著影响 ;(3)教师职称、年龄、所教学生年级、课程类别对教师的教学效果有显著影响 ;(4)所考察的教师水平背景变量对教学效果各个维度教师水平总变异的解释率介于 33 5 1% - 4 2 78%之间。This paper measured the effect of 182 college teachers' teaching using questionnaire of assessment of college teacher's teaching effect. The method of HLM is used to analyze the impact of teacher level context variables on the effect of teaching. The teacher level context variables which we considered are teacher's gender, age, educational level, the student's major of teaching, the student's grade of teaching, size of class and the type of course. The purpose of this paper is more reasonablely analysis the impact of teacher level context variables on the evaluation of teacher's teaching effect using the method of HLM. Therefore we can compare the evaluation result of different teachers objectively. We drew the follow conclusion: (1) The result of using HLM is more reasonable and accurate than using the traditional method of regression analysis and ANOVA ; (2) The impaction of teacher level context variables, such as teacher's gender, educational level, the students major of teaching and the class size, is not significant. (3) The teacher level context variables, such as the teachers' technological title, age , students' grade of teaching and the course type of teaching have the significant impact on the evaluation effect of teaching. (4) The explanation ratio of teacher level context variables to the total variation between 33.51 percent and 42.78 percent.

关 键 词：多层线性模型 教育评价 教师背景变量 教学效果 

分 类 号：G443[哲学宗教—心理学]