特殊教育教师教学成败归因分析  

Research on Teaching Attribution to Success or Failure of Special Education Teachers

作　　者：乔月平 石学云[1] 

机构地区：[1]陕西师范大学教育学院,陕西西安710062

出　　处：《贵州工程应用技术学院学报》2016年第5期75-79,共5页Journal of Guizhou University Of Engineering Science

摘　　要：通过对陕西、河北两省146名特殊教育教师的问卷调查,在统计分析的基础上考察了特殊教育教师教学成败的归因特征,认为:其一,特殊教育教师的总体教学成败归因中稳定归因得分最高,外部归因得分最低。教学成功时,内部归因得分最高,外部归因得分最低;教学失败时,稳定归因得分最高,内部归因得分最低。其二,特殊教育教师教学成败归因在性别、学历、学生类型与是否在编等方面不存在显著差异,而在教学失败时,内部归因在不同教龄的特殊教育教师中存在显著差异。146 special education teachers in Shaanxi province and Hebei province were investigated byquestionnaire survey, aiming to explore the characters of teaching attribution to success and failure among spe-cial education teachers. The study found that： Special education teachers attribute success or failure to stablefactors firstly and attribute to external factors lastly in general. Special education teachers attribute success tointernal factors firstly and attribute to external factors lastly. Special education teachers attribute failure to sta-ble factors firstly and attribute to internal factors lastly; Special education teachers＇ attribution to success orfailure exist no significant differences in gender, education backgrounds, student styles and post establish-ment. Teaching age has significant differences on special education teachers ＇ attribution failure to internalfactors.

关 键 词：特教教师 教学成败 归因 

分 类 号：G764[文化科学—特殊教育学]