网络学习空间中教师集体效能优化模型构建及其要素关系性研究  

Construction of Optimization Model of Collective Teacher Efficacy in Cyberspace and Research on the Relationship between Its Elements

作　　者：曹宇星 陈孝然 谢雯婷 龚文丽 胡小勇[5] CAO Yu-xing;CHEN Xiao-ran;XIE Wen-ting;GONG Wen-li;HU Xiao-yong(College of Educational Science and Technology,Guangdong Normal University of Technology,Guangzhou,Guangdong,510665,China;School of Education Information and Technology,South China Normal University,Guangzhou,Guangdong,510631,China;Wenshan Primary School,Bao’an District,Shenzhen,Guangdong,515100,China;Jiangxi New Energy Technology Vocational College,Xinyu,Jiangxi,338004,China;Research Institute of Artificial Intelligence in Education,South China Normal,Guangzhou,Guangdong,510631,China)

机构地区：[1]广东技术师范大学教育科学与技术学院,广东广州510665 [2]华南师范大学教育信息技术学院,广东广州510631 [3]深圳市宝安区文山小学,广东深圳515100 [4]江西新能源科技职业学院,江西新余338004 [5]华南师范大学教育人工智能研究院,广东广州510631

出　　处：《教师教育研究》2023年第1期78-84,共7页Teacher Education Research

基　　金：教育部第二批虚拟教研室建设试点项目“教师智能教育素养研究”阶段性研究成果(教高厅函[2022]13号)。

摘　　要：网络学习空间下的教师研修活动日益受到重视,而具备集体效能是教研获得持续保障的重要动力。研究基于社会认知及协同理论提出教师集体效能优化模型,依据参与测试的438份有效数据,进行EFA模型因子探索与验证性因子分析相关检验。研究表明,教师集体效能由内部构成、外部导向以及环境调节作用组成。网络学习空间中的问题解决、授权、策略决策、情绪状态为教师集体效能内部构成要素,与教师集体效能成正相关。外部导向包括集体效能来源、集体研修投入、任务类型之间形成的链式中介效应对教师集体效能产生正向影响。环境支持作为调节要素,在促进教师集体效能来源对集体效能程度上有调节作用,基于此提出优化教师研修中集体效能的相关建议。Nowadays,teachers’ training supported by cyberspace has been paid more and more attention,and collective efficacy is an important competitiveness for teaching and research to obtain sustainable guarantee.Based on the social cognition and collaboration theory,the study proposes the teacher collective effectiveness optimization model.Based on 438 valid data participating in the test,the related tests of EFA model factor exploration and confirmatory factor analysis are conducted.The research shows that teachers’ collective efficacy consists of internal composition,external guidance and environmental regulation.Problem solving,authorization,strategic decision-making,and emotional state in online learning space are the internal components of teachers’ collective effectiveness,which are positively related to teachers’ collective effectiveness.External orientation includes the source of collective effectiveness,collective research input,and task type.The chain intermediary effect formed between them has a positive impact on teachers’ collective effectiveness.As a regulating factor,environmental support can regulate the source of teachers’ collective effectiveness on the degree of collective effectiveness.Based on this,some suggestions are put forward to optimize teachers’ collective effectiveness in research and training.

关 键 词：网络学习空间 教师集体效能 要素关系 结构方程模型 

分 类 号：G451[文化科学—教育学]