“教”“学”视角下小学教师专业发展有效性的实证探析  

Empirical Analysis on the Effectiveness of Primary School Teachers'Professional Development from the Perspective of"Teaching"and"Learning"

作　　者：穆洪华 李吉鸿 Mu Honghua;Li Jihong(Zibo Normal College,Zibo 255130,China;Gaoqing Middle School,Zibo 255130,China)

机构地区：[1]淄博师范高等专科学校义务教育质量监测中心,山东淄博255130 [2]高青县第一中学,山东淄博255130

出　　处：《齐鲁师范学院学报》2023年第5期87-96,共10页Journal of Qilu Normal University

基　　金：山东省社科规划课题“新时代城乡义务教育教师薪酬公平与师资配置关系的实证研究”(21CPYJ75)的部分成果;淄博市校城融合项目“淄博市义务教育质量监测服务平台的构建与实施(2021SNPT0105)”部分成果。

摘　　要：为探寻高质量小学教师队伍建设的关键所在,该研究从教师的“教学策略”和“学习效果”两个视角出发,通过构建中介模型考察教学策略在教师专业发展模式和学业效果之间的中介作用,实证检验并探寻了小学教师专业发展的有效性。研究发现,教学反思对教师的教学策略最有效,引领创新对学生的学习效果最有效;教师共同参与的教师专业发展较教师个体独立进行的更为有效;学校场域内的教师专业发展较其它模式更有效;尊重教师主体的专业发展较外界驱动的更有效。In the background of the implementation of the"double reduction"policy,the team construction of high-quality teachers has once again aroused great concern from all walks of life.In order to explore the key to the team construction of highquality primary school teachers,this paper,from the perspective of teachers'"teaching strategies"and"learning effects"examines the intermediary role of teaching strategies between teachers'professional development model and academic effects by constructing an intermediary model,and empirically tests and explores the effectiveness of primary school teachers'professional development.The research findsound that teaching reflection is the most effective for teachers'teaching strategies,and leading innovation is the most effective for students'learning effects;The professional development of teachers in which teachers participate is more effective than that of individual teachers;The teacher professional development in the school field is more effective than other models;Respecting the professional development of teachers is more effective than externally driven.

关 键 词：教师专业发展 教学策略 学习效果 结构方程模型 

分 类 号：G623.5[文化科学—教育学]