教师教学观量表的编制与初步应用  

The development and application of Conceptions of Teaching Scale for Chinese teachers

作　　者：张文霄 李艳庆[2] 冯嘉悦 ZHANG Wen-xiao;LI Yan-qing;FENG Jia-yue(College of Education,Hebei University,Baoding,071002;Hebei Finance University,Baoding,071051)

机构地区：[1]河北大学教育学院,河北保定071002 [2]河北金融学院,河北保定071051

出　　处：《教师教育论坛》2019年第9期50-55,共6页Teacher Education Forum

基　　金：天津市教育系统调研课题(一般课题):“天津高校市属重点科研机构管理模式研究”(课题编号:2018TJJYDY0212)。

摘　　要：教师的教学观对新课程的落实具有重要影响,因此有必要编制可靠的测量工具以调查广大教师的教学观。笔者在借鉴已有量表的基础上编制了《教学观量表》,并利用实证数据检验了其信度与效度。利用此量表对213名教师的小规模调查显示,教师多持建构主义教学观,其建构主义教学实践落后于教学观。建构主义教学观与建构主义教学实践呈正相关,与传统教学观负相关。小学教师的建构主义教学观与教学实践领先于中学教师;教龄及所教学科与教师的教学观与教学实践没有影响。Teachers’conceptions of teaching has an important part to play in the curriculum reform.Consequently it is necessary to develop a reliable instrument to survey Chinese teachers’conceptions of teaching.Based on Chan and Elliott’TLCQ,a Conceptions of Teaching Scale for Chinese teachers were developed and tested for its reliability and validity.Using this new instrument,213 Chinese teachers were surveyed.The result showed that the teachers had constructivist conceptions towards teaching,and their teaching practices were constructivist to a lesser degree.The teachers’constructivist teaching conceptions were positively correlated with their constructivist teaching practices and negatively correlated with their traditional teaching conceptions.Primary school teachers scored higher on both constructivist conceptions and practices than their secondary school counterparts.No effect was found of the subject or of the teaching experience on the teachers’conceptions and practices.

关 键 词：教学观 教学实践 建构主义教学观 传统教学观 

分 类 号：G645[文化科学—高等教育学]