高中教师课程领导的角色认知及其实践效应——基于广东省的实证研究  

The Role Cognition and Practice Effect of High School Teachers' Curriculum Leadership——Based on the Empirical Study of Guangdong Province

作　　者：苏鸿[1] 

机构地区：[1]广东第二师范学院,广东广州510303

出　　处：《现代教育科学》2018年第1期94-98,共5页Modern Education Science

基　　金：广东省哲学社会科学"十二五"规划课题"中小学教师科研共同体形成机制的实证研究"(项目编号:GD15CJY06)

摘　　要：教师作为课程领导者的角色认知与角色实践对教师自身的教学改进会产生深远的影响。因此,检讨教师作为课程领导者的角色认知及其实践效应是教师课程领导研究的重要课题。利用自编的专家效度问卷对广东省内3598名高中教师进行问卷调查发现:教师课程领导的角色认知存在显著的性别差异、年龄差异、职称差异和职务差异;教师对课程领导角色的认知水平影响着其教学有效性的提升。The role cognition and role practice of teachers,who are the curriculum leaders will have profound impact on teachers＇ own teaching improvement. Therefore,it is an important task to review the role cognition and practice effect of teachers as curriculum leaders. Using the questionnaire of experts in the validity of the survey of 3598 high school teachers in Guangdong province found that the role cognition of teachers＇ curriculum leadership have significant gender differences,age difference,title difference and position difference; The cognitive level of teacher＇s to curriculum leadership role influent the improvement of teaching effectiveness.

关 键 词：教师课程领导 领导角色 角色认知 有效教学 

分 类 号：G635.1[文化科学—教育学]