教师教学业绩的影响因素研究——基于全国2380名中小学教师的调查分析  

A Research on the Influencing Factors of Teachers' Teaching Performance——Based on the Analysis of the National Survey of 2,380 Primary and Secondary School Teachers

作　　者：李红梅[1] 靳玉乐[1] LI Hongmei;JIN Yule(Faculty of Education,Southweat University,Chongqing 400715,China)

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《湖南师范大学教育科学学报》2018年第1期63-68,共6页Journal of Educational Science of Hunan Normal University

基　　金：北京师范大学中国基础教育质量监测协同创新中心研究生自主课题"中小学生语文学习状况调查指标研究"[SCSP-2016A1-16004];中央高校基本科研项目"互联网+"时代学生学习方式的变革与创新研究[SWU1709500]

摘　　要：以全国11个省市2 380名中小学教师为调研对象,采用分层随机抽样的方式,调查教师教学业绩与教学情绪、教学期望与教学策略之间的关系。差异分析显示:女性教师在教学情绪、教学期望、教学策略和教学业绩上都要优于男性教师;学历差异上,研究生学历的教师在教学情绪、教学期望、教学策略和教学业绩上都要高于本科学历的教师,而本科学历的教师要高于大专及以下学历的教师。相关分析表明:教学业绩与教学情绪、期望、策略及其各因子之间存在显著的正相关。回归分析发现:教师教学情绪和策略对教学业绩具有显著预测作用,且教学策略对教学业绩的作用大于教学情绪。Based on the survey of 2,380 primary and secondary school teachers in 11 provinces and cities in China,This study explored the relationship between teaching performance and teaching emotion,and the relationship between teaching expectation and teaching strategy.The results indicted:(1)Female teachers are better than male teachers in the aspects of teaching performance,teaching emotion,teaching expectation and teaching strategy.On degree difference,Teachers who have graduate degree are higher than the teachers who have undergraduate education,and the teachers with college degree are lower.(2)Bivariate correlation analysis suggested that teaching performance,teaching emotion,teaching expectation and teaching strategy are significant positive correlation.(3)Regression analysis showed further that there was high regression relation among teaching strategy,teaching emotion and teaching performance.Moreover,the teaching strategies for teaching performance are greater than the effect of teaching emotion.

关 键 词：教学业绩 教学情绪 教学期望 教学策略 

分 类 号：G424[文化科学—课程与教学论]