中荷研究型大学教师信念类型与取向之比较——基于厦门大学与莱顿大学教师的问卷调查  

A Comparison Study on Categories and Orientation of Chinese and Dutch Research University Teachers' Belief:Based on the Survey of Leiden University and Xiamen University

作　　者：吴薇[1] 谢作栩[1] 尼克.费卢普 

机构地区：[1]厦门大学教育研究院,福建厦门361005 [2]莱顿大学教师教育研究院

出　　处：《高等教育研究》2011年第9期91-97,共7页Journal of Higher Education

基　　金：教育部人文社会科学研究青年基金项目(10YJC880130)

摘　　要：由于教师对师生在教学过程中的角色和地位认识的差异,其信念在"教师中心"与"学生中心"间的取向也有所不同。对厦门大学和莱顿大学教师的问卷调查,结果显示:"学生中心"取向的多元信念系统是中荷研究型大学教师信念的特点。在中荷研究型大学教师中主要存在着五种类型的信念:知识型、结果型、能力型、兴趣型和价值型。两国教师在最强调以能力为导向的信念的同时,能力型、兴趣型以及价值型信念的均分都高于知识型和结果型。这说明两国教师都偏好"学生中心"的教学取向。但与荷兰教师相比,中国教师仍然十分重视学生能否学有所成。Teacher＇s belief is teacher＇s subjective idea and conception towards knowledge, teaching task,teacher＇s role,curriculum,student and learning in their teaching process.Different teachers might hold different beliefs from ＂teacher-centered＂ to ＂student-centered＂. Based on the interview,the ＂questionnaire for university teachers＇ beliefs about teaching and learning＂ were sent to both teachers at Leiden University and Xiamen University, and descriptive analysis and T-test were applied to explore differences and similarities of teachers＇ beliefs regarding university teaching.Both Chinese and Dutch research university teachers had multiple categories of beliefs;knowledge-based,outcome-based,ability-based, interest-based and value-based.Among these categories,both Chinese and Dutch teachers emphasized more on ability,interest and value development in their teaching than on knowledge transmission and outcome achievement,which showed that both Chinese and Dutch teachers＇ beliefs were more on ＂student-centered＂ orientation.Comparing to Dutch university teacher,Chinese university teachers still paid more attention on knowledge transmission and the outcome of teaching.

关 键 词：中国 荷兰 研究型大学 教师信念 

分 类 号：G649[文化科学—高等教育学]