教师教学风格和教学效能感的研究  

A Research on the Teachers＇ Teaching Styles and Teaching Efficacy

作　　者：贺雯[1] 

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《上海师范大学学报（基础教育版）》2007年第2期39-43,共5页Journal of Shanghai Normal University:Elementary Education Edition

基　　金：上海市教委课题（CW0523）.

摘　　要：以上海市四所中学的153名教师为研究对象的教师教学风格量表和教学效能感量表的施测结果表明：（1）从总体上看，教师的教学风格以激进型、立法型、评判型和整体型四种教学风格为主，这四种教学风格是相对复杂、有创造性、效率较高的教学风格；（2）教师的个人教学效能感高于一般教育效能感，不同教龄教师的个人教学效能感的差异不显著，而一般教育效能感的差异显著，并且随着教龄的增长，一般教育效能感逐渐下降；（3）高个人教学效能感的教师明显倾向于具有立法型、激进型、整体型、局部型和评判型等相对复杂、有创造性、效率较高的教学风格，而低一般教育效能感的教师明显倾向于具有执行型和保守型等相对简单、效率低和不受欢迎的教学风格。The teaching styles and teaching efficacy of 153 teachers were measured by the questionnaires. The results showed that： （ 1 ） The teachers＇ main teaching styles are liberal, legislative, judicial, and global styles, these four teaching styles are more complex, creativity -generating and effective; （2）Teachers＇ personal teaching efficacy is much higher than general teaching efficacy. There are no school age difference in personal teaching efficacy, but there are school age difference in general teaching efficacy. General teaching efficacy decreases with the length of teaching; （3） Teachers with high personal teaching efficacy have more complex, creativity - generating and effective teaching styles, teachers with low general teaching efficacy have more simplistic, non -favoring and less effective teaching styles.

关 键 词：教学风格 教学效能感 个人教学效能感 一般教育效能感 

分 类 号：G443[哲学宗教—心理学]