教师关注测量:“关注为本采纳模式”的本土化适合检验  

Measurement of Teachers’Concerns: Examining the Adaptability of Localization of"Concerns-Based Adoption Model"

作　　者：姜荣华[1] 马云鹏[2] 

机构地区：[1]东北师范大学农村教育研究所 [2]东北师范大学教育科学学院,吉林长春130024

出　　处：《教育理论与实践》2010年第10期30-34,共5页Theory and Practice of Education

基　　金："社会转型与教师教育变革"国际学术研讨会提交论文;也是作者博士论文成果的一部分

摘　　要："关注为本采纳模式"是课程实施过程中比较重要的测量与促进模式之一,它包括三个诊断维度:关心发展阶段、课程实施水平和革新构造。通过使用关心发展阶段问卷对新课程改革中教师关注阶段进行测量,表明教师在面对变革时对影响的关注最高,其次是自我关注,对任务关注较低,关注最低的是不相关,这说明预测版关心发展阶段问卷不完全适合我国教育变革的情境,在使用时,需要根据实际情况进一步发展修订。＂Concerns-based Adoption Model＂ is one of the important measuring and promoting models in curriculum implementation. It includes three diagnostic dimensions： Stage of Concern （SoC）, Level of Use （LoU）, and Innovation Configuration （IC）. By using the Stage of Concern Questionnaire （SoCQ） to measure teachers＇ concern stages in the new curriculum reform, we find that when teachers face reform, their concerns about effect is the highest, and the concern about irrelevance is the lowest. Between the two extrements are the concern about self and concern about tasks respectively. It means that the predicating version of the questionnaire in Stage of Concern is not completely suitable for our education reform situation and it needs development and revision according to the actual state when it is used.

关 键 词：关注为本采纳模式(CBAM) 关心发展阶段(SoC) 关心发展阶段问卷(SoCQ) 本土化 

分 类 号：G40-058.1[文化科学—教育学原理]