高校教师教学领导力之师生认知的对比研究  

A Comparative Study of College Teachers’ and Students’ Cognition of Teaching Leadership

作　　者：杨梦萍 陈羿君[1] YANG Meng-ping;CHEN Yi-jun(Soochow University,Suzhou 215123,China)

机构地区：[1]苏州大学教育学院,江苏苏州215123

出　　处：《黑龙江高教研究》2020年第8期39-43,共5页Heilongjiang Researches on Higher Education

基　　金：江苏省教育科学“十二五”规划重点资助课题“大学优秀教师教学领导内涵建构及提升策略研究”(编号:B-a/2013/01/026)。

摘　　要：通过对10所高校师生教师教学领导力认知的配对调查发现:高校师生对教师教学领导力的认知整体上处于中上水平,教师对自身教学领导力的认知显著高于学生对其的认知;不同认知差异类型的分布有显著差异;教师对自身教学领导力的认知存在一定程度的偏差;认知差异情况受到教师性别和学科背景的影响。基于调查结果,提出教师应转变角色意识、建立师生共同愿景、追求深度师生关系及创新教学方法等方式提升师生对教学领导力的认知。A matching survey of teachers and their teaching students in 10 universities has found that the teachers and students’ cognition of teachers’ teaching leadership in universities is generally above the average.Teachers’ cognition of their own teaching leadership is obviously higher than that of their students.There are significant differences in the types of cognitive differences between teachers and students.Teachers’ cognition of their own teaching leadership has a certain degree of deviation.And the cognitive differences between teachers and students are influenced by teachers’ gender and their discipline background. Based on the results of the survey, it is proposed that teachers should improve their and students’ cognition of teaching leadership by changing their role consciousness, establishing a common vision with students, pursuing deep teacher-student relationship and innovating teaching methods.

关 键 词：高校教师 教学领导力 师生认知差异 

分 类 号：G645[文化科学—高等教育学]