基本心理需要满足、自我效能感与教师教学专长发展  

On Basic Psychological Needs Satisfaction,Self-efficacy and Teaching Expertise Development

作　　者：蔡永红[1] 申晓月 李燕丽[1] Cai Yonghong;Shen Xiaoyue;Li Yanli(professor and doctoral supervisor of Faculty of Education, Beijing Normal University （Beijing 100875;lecturer of Hangzhou College of Pre-school Teacher Education, Zhejiang Normal University （Hangzhou 310012;doctoral student of Faculty of Education, Beijing Normal University （Beijing 100875)

机构地区：[1]北京师范大学教育学部 [2]浙江师范大学杭州幼儿师范学院

出　　处：《教育研究》2018年第2期103-111,共9页Educational Research

基　　金：高等学校全国优秀博士学位论文作者专项资金项目"教师专长及其对学生学业增长的影响"(项目编号:200707)的研究成果

摘　　要：基于文献分析、关键事件访谈及常人方法学研究,编制关于教师基本心理需要满足、教学自我效能感与教学专长的量表。采用分层整群抽样,对两市41所学校的1 123名中小学教师的调查发现:三种基本心理需要满足正向影响教师教学专长发展,教学自我效能感在自主、能力及关系需要的满足与教师教学专长发展之间具有部分中介作用。研究显示,经验、刻意训练与动机对教师教学专长发展都有重要作用,专长发展是教师主体能动性被激发的结果,环境通过满足教师的三种基本心理需要,激发其自主动机,同时也激发其教学自我效能感,以影响专长发展。Based on the literature review, critical incidence interview and ethnomethodology, the scales of basic psychological needs satisfaction, teaching self-efficiency and teaching expertise are created. A survey of 1 123 teachers in 41 primary and secondary schools is conducted through stratified cluster sampling. The result shows that the satisfaction of three basic psychological needs is positively related to teaching expertise development; the self-efficacy of teaching partially mediates the relationship among autonomy, competence, the satisfaction of relatedness needs and teaching expertise. Experience, deliberate practice and motivation play important roles in teaching expertise development. Expertise development is the result of the teachers＇ autonomous motivation. Environment stimulates teachers＂ autonomous motivation and self-efficacy through satisfying teachers＇ three basic psychological needs to influence expertise development.

关 键 词：教学专长 社会学习理论 自我决定理论 自我效能感 基本心理需要 

分 类 号：G451[文化科学—教育学]