教师学习力测评模型的构建及应用  

The Construction and Application of the Evaluation Model of Teachers’ Learning Power

作　　者：皇甫倩[1] 靳玉乐[2] HUANGFU Qian;JIN Yu-le(College of Teacher Education,Southwest University,Chongqing,400715,China;Faculty of Education,Southwest University,Chongqing,400715,China)

机构地区：[1]西南大学教师教育学院,重庆400715 [2]西南大学教育学部,重庆400715

出　　处：《教师教育研究》2021年第3期65-76,共12页Teacher Education Research

基　　金：2020年中央高校基本科研业务费重点(招标)项目(2009SWU204)。

摘　　要：教师学习力作为帮助教师学会学习的重要力量,影响着教师专业的发展与突破。本研究在对教师学习力的内涵和构成要素剖析的基础上,利用混合研究方法,构建了"教师学习力测评模型"。该测评模型包含"教师学习基础力""教师学习接纳力""教师学习探究力"和"教师学习转化力"在内的4个一级指标和11个二级指标。运用该模型对全国1841名教师进行大规模测评与分析后发现,我国教师学习力整体处于中等水平,且不同群体教师学习力之间具有显著差异,并根据测评结果提出了教师学习力提升策略。Teachers’ learning power is an important force to help teachers learn, which affects the development and breakthrough of teachers’ profession. Based on the analysis of the connotation and components of teachers’ learning power, this paper constructs a "Teacher’s Learning Power Evaluation Model" by using a hybrid research method. The evaluation model includes four first-level indicators and 11 second-level indicators, including "teachers’ basic learning power", "teachers’ learning acceptance power", "teachers’ learning exploration power" and "teachers’ learning transformation power". Based on the large-scale evaluation and analysis of 1841 teachers in China by using this model, it is found that the overall learning power of Chinese teachers is at a medium level, and there are significant differences between different groups of teachers in learning power.

关 键 词：教师学习 学习力 教师学习力 模型构建 

分 类 号：G442[哲学宗教—心理学]