民办中学教师教育观念与教育方式的特点及其关系研究  

A Research on Characteristics and Relationship between Educational Perspectives and Teaching Styles of the Teachers in Private Middle Schools

作　　者：朱丹[1] 

机构地区：[1]湖南省第一师范学校,长沙410002

出　　处：《中国特殊教育》2006年第5期82-87,共6页Chinese Journal of Special Education

摘　　要：用问卷法对民办中学教师教育观念与教育方式的关系研究发现:民办中学教师在教育方式上性别、职称影响不显著,教龄显著影响放任的教育方式。高职称教师在个人教学效能感、总效能感中与低职称教师存在显著差异。各类型教师在学生观诸维度均没有出现显著的性别、职称、教龄差异。教育作用的认识和教学效能感对积极的教育方式有正面的预测功能,对消极的教育方式有负面的预测功能,对遗传和自然成熟作用的认识与此相反。By questionnaire, the present study focused on the characteristics of educational perspectives and teaching style, and their relationship, in private middle school teachers. Analysis shows that their teaching styles are generally not to be influenced by gender and technical title differences, while teachers＇ career seniority apparently accounts for indulgent styles. In terms of senses of educational efficacy, both personal and collective, teachers of senior titles show remarkable differences from their junior-title colleagues. While there is no significant differences in professional dimensions, such as perspective on students, among teachers in general in relation to their age, gender, titles and seniority. Cognitive perception of special education and sense of teaching efficacy is thus a convincing predictor for positive teaching styles, and vice versa. This does not apply to their perspectives on heredity and natural maturity.

关 键 词：民办中学教师 教育观念 教育方式 特点 问卷法 教龄 教学效能感 预测功能 

分 类 号：G635.1[文化科学—教育学]