工科实践教学团队效能影响机制的实证研究  

An Empirical Study on the Influencing Mechanism of the Effectiveness of Teaching Teams in Engineering Practices

作　　者：张朝[1,2] 于宗富[1,2] 黄明东[1] 

机构地区：[1]武汉大学教育科学研究院 [2]山东理工大学教育与心理科学系

出　　处：《高等工程教育研究》2016年第3期181-186,共6页Research in Higher Education of Engineering

基　　金：教育部人文社会科学研究项目"创造气氛;共享心智模型影响团队创造力作用机理的实证研究"(12YJE630001)研究成果;山东理工大学人文社会科学发展基金项目的研究成果

摘　　要：本文根据团队效能的相关理论,探索工科实践教学团队效能的影响因素及其作用机理。在理论上构建和验证了团队效能(团队任务效能和团队关系效能)、共享心智模型(学习意愿共享、任务理解共享、队友认知共享、活动状态共享)、团队沟通(团队内部沟通和团队对外沟通)的结构和关系模型。研究表明,工科实践教学的团队沟通对共享心智模型具有正向预测作用;共享心智模型对团队效能具有正向预测作用;团队沟通对团队效能也具有正向预测作用;并证实了本文提出的其他8个假设。从整体结构方程模型看,在工科实践教学中,共享心智模型作为中介变量在团队沟通和团队效能之间起到完全中介作用。Based on the related theories of team effectiveness, the paper explores the influencing factors of the effectiveness of teaehing teams in engineering practices and the influencing mechanism. The study has built team effectiveness （task effectiveness and relationship effeetiveness） model, shared mental model （shared learning willingness, shared task comprehending, shared teammate acquainting and shared activity status）, team communication model and its relationship. Besides, the study has confirmed the hypothesis by means of exploratory factor analysis （EFA）, confirmatory factor analysis （CFA） and structural equation mode （SEM）. The result shows that： team communication can posi tively predict shared mental model; both team communication and shared mental model play positive roles in predicting team effectiveness. In addition, other eight hypotheses are also proved in the study. In the process of practice teaching in engineering courses, shared mental model, as an intervening variable, plays a completely intermediary role in team communication and team effectiveness.

关 键 词：工科 实践教学 团队沟通 共享心智模型 团队效能 

分 类 号：G642.4[文化科学—高等教育学]