学校融合氛围对教师融合教育素养的影响:教师能动性的中介作用  

The Effect of Inclusive School Climate on Teachers’ Inclusive Education Competence:The Mediating Role of Teacher Agency

作　　者：王雁[1] 范文静[1] 张文秀 周丹 WANG Yan;FAN Wenjing;ZHANG Wenxiu;ZHOU Dan(Faculty of Education,Beijing Normal University,Beijing,100875;School of Education,Hangzhou Normal University,Hangzhou,311121)

机构地区：[1]北京师范大学教育学部,北京100875 [2]杭州师范大学教育学院,杭州311121

出　　处：《中国特殊教育》2020年第8期15-21,共7页Chinese Journal of Special Education

基　　金：全国教育科学“十二五”规划课题“随班就读教师融合教育素养及提升模式研究”(项目批准号:NHA150086)阶段性研究成果。

摘　　要：该项研究旨在考察学校融合氛围、教师融合教育素养与教师能动性之间的关系。以我国四大行政区的139所学校(已开展融合教育的学校)中1676名中小学教师为样本,采用学校融合氛围问卷、教师融合教育素养问卷和随班就读教师能动性问卷,调查学校融合氛围、教师融合教育素养与教师能动性的关系。研究发现,教师能动性在学校融合氛围与教师融合教育素养的关系中表现出部分中介效应,即学校融合氛围一方面直接影响教师融合教育素养,另一方面通过教师能动性对教师融合教育素养产生影响。The study aimed to investigate the relationship between inclusive school climate,teachers’ inclusive education competence,and teacher agency,while sampling 1676 primary and middle school teachers from139 schools(that have carried out inclusive education) in China’s four administrative regions.The results indicated that:inclusive school climate had a significantly positive effect on teacher agency;teacher agency played a partial mediating role in the relationship between inclusive school climate and teachers’ inclusive education competence,meaning that inclusive school climate.

关 键 词：学校融合氛围 教师融合教育素养 教师能动性 中介作用 

分 类 号：G451[文化科学—教育学]