中小学教师教学认知、情绪、期望和策略与教学业绩之间的关系研究  

Relationships between Teaching Achievement and Teaching Cognition,Emotion,Expectation,Strategies of Primary and Middle School Teachers

作　　者：田洵洵 罗生全[1] 

机构地区：[1]西南大学教育学部

出　　处：《教育学术月刊》2016年第7期106-111,共6页Education Research Monthly

基　　金：国家社科基金"十二五"规划2012年度教育学一般课题"新课程背景下的学业负担问题研究"(BHA120046)

摘　　要：对全国9省4市的2380名中小学教师进行教学认知、教学情绪、教学期望与教学业绩之间的关系进行问卷调查,发现:以性别和教龄为背景变量,女性教师在教学认知、情绪、策略和业绩维度水平均高于男性教师,其中教学情绪和教学期望维度男女教师的差异极其显著;不同教龄教师教学情绪维度表现存在显著差异,在教学策略和教学业绩上存在极其显著的差异。中小学教师的教学认知、教学情绪、教学期望、教学策略和教学业绩之间均呈现非常显著的正相关关系,且教学认知、教学情绪、教学期望和教学策略均可显著预测其教学业绩,教学策略对教学业绩的预测程度最高,教学期望对教学业绩的预测程度最低,为负向影响。The study focus on the relationship between teaching cognition, teaching mood, teaching expectation, teaching strategies and teaching achievement of 2380 primary and middle school teachers in 4 cities and 9 provinces in China. With the gender and teaching age as the background variables, it indicates that the level of the dimension of female teachers in teaching cognition, mood, strategies and achievement were higher than that of male teachers/The differences in teaching mood and teaching expectation dimension of male and female teachers is extremely significant; different seniority teachers in teaching emotional dimensions is in significant difference. There is extremely significant difference in teachers＇ teaching strategies and performance. Primary and middle school teachers＇ teaching cognition, teaching mood, teaching expectation, teaching strategies and teaching achievement all present very significantly and positively correlations and that can significantly predict their teaching achievement. Their teaching strategies can highly predict the degree of teaching achievement while their teaching expectation is at the lowest level of predicting their teaching achievement and it is the impact of negative direction.

关 键 词：教学认知 教学情绪 教学期望 教学策略 教学业绩 

分 类 号：G650[文化科学—教育学]