中小学教师在职攻读教育硕士专业学位的自我导向学习的调查研究  

An Investigation of Self-directed Learning of In-service Primary and Secondary Teachers Who Study for Master of Education

作　　者：张宏[1] 徐富明[2] 安连义[2] 

机构地区：[1]山东泰山学院教务处,泰安271021 [2]山东泰山学院教育系,泰安271021

出　　处：《教育学报》2006年第1期84-90,共7页Journal of Educational Studies

基　　金：全国教育科学"十五"规划重点课题(EBA030405);山东省社科规划项目(03CFZ06);山东省教育厅社科研究项目(J03Y26)成果

摘　　要：本研究旨在探讨中小学教师的自我导向学习准备度及其与学习成效的关系。采用教育硕士自我导向学习准备度问卷和学习成效问卷对737名正在攻读教育硕士专业学位的中小学教师进行了调查。结果表明:(1)教育硕士的自我导向学习准备度普遍较高。(2)教育硕士的自我导向学习准备度存在显著的性别差异、教龄差异以及工作单位的差异。(3)教育硕士的自我导向学习准备度与其学习成效之间存在极其显著的正相关;教育硕士自我导向学习准备度的积极性、挑战性和自主性对其攻读教育硕士专业学位的学习成效具有显著的正向预测作用。The purpose of this study is to probe into the extent of preparation for self-directed learning of primary and secondary teachers and its relation with learning effect. Questionnaires about the extent of preparation for self-directed learning and learning effect were distributed to 737 primary and secondary teachers who are studying for education master degree. The results indicate that their extent of preparation for self-directed learning is generally large; there are significant differences in the aspects of gender, teaching ages and schools in the extent of preparation for self-directed learning; the extent of preparation for self-directed learning is strongly and positively related to the learning effect; the positivity, challenge and self-determination in the preparation for self-directed learning can positively predict the learning effect.

关 键 词：教师培训 自我导向学习 学习成效 教育硕士 中小学教师 

分 类 号：G451.2[文化科学—教育学]