基于多层面模型的教学效能感量表  

The Teaching Efficacy Scale Based on Multi-facet Model

作　　者：赵守盈[1] 杨建原[1] 臧运洪[2] 

机构地区：[1]贵州师范大学教育科学学院,贵阳550001 [2]兴义民族师范学院,兴义562400

出　　处：《心理科学》2012年第6期1484-1490,共7页Journal of Psychological Science

基　　金：全国教育科学"十一五"规划2010年度单位资助教育部规划项目(批准号:FFB108037);贵州省教育厅自然科学重点项目(合同编号:黔教科(2007)019号);贵州省高层次科研人才科研条件特助项目;贵州省教育厅教学改革研究重点项目(黔高教发[2011]28-1);贵州师范大学精品课程"心理测量"建设项目的资助

摘　　要：运用层面理论方法,在参照已有研究的基础上,对10名中学教师进行了开放式访谈,结合已有研究和访谈结果,设计了映射语句,根据层面元素组合,设计项目,编制了教学效能感量表。对200名中学教师进行初测收回有效问卷162份,运用SSA分析技术,对项目质量做了分析,对部分项目进行了删减,并修改了映射语句,再对530名中学教师进行正式施测,收回有效问卷505份,运用SSA和验证性因素分析技术对量表的构想效度进行了检验,发现量表的信、效度较高,量表符合心理测量学的要求,并证明教学效能感结构为二层面雷达图结构。Facet theory was developed by Louis Guttman as a systematic approach for coordinating theory and research by means of formal a priori definitions of the domain of the study and of the variables that comprise the domain. And it serves as the basis for building a unified conceptual framework for the research. The main purpose of this study is to develop a new measurement instrument called Teaching Efficacy Scale （TES） applying the facet theory approach. Based on the findings of earlier studies and the results of the interviews with10 middle school teachers, a two-facet mapping sentence for the teaching efficacy concept was designed. Based on the structures of the two facets, 40 items for measuring the teaching efficacy were developed and a primary teaching efficacy scale （TES） was constructed. Based upon the responses from 162 middle school teachers to the scale and using a combination of traditional reliability analysis and smallest space analysis （SSA） , nine ambiguously located items in the SSA maps were removed and a formal 21-item teaching efficacy scale emerged. Using a formal TES and the mapping sentence, hypotheses regarding the relations between the definitional framework and empirical observations were tested through SSA and the confirmatory factor analysis of the data collected from a sample of 530 middle school teachers. The results demonstrate strong support for the definitional system and show a clear radax structure of teaching efficacy. The 2-dimension configurations of Facet A （designated as tasks） and Facet B （designated as cognation resources） and the 2-dimensional combination configuration of Facet A and Facet B had very small coefficients of alienation （ 〈 . 14）, suggesting that the configurations were very reliable. The region index of the configurations of Facet A, Facet B and the combination configuration of Facet A and Facet B are very large （ 〉 . 9 ）, suggesting that the facet definitions were strongly supported and the theoretical constructions were empiric

关 键 词：多层面量表模型 教学效能感量表 层面理论 最小空间分析 

分 类 号：G441[哲学宗教—心理学]