教师专业信念对项目化学习实施意愿的影响--理念认同的中介作用  

The Influence of Teachers’Professional Beliefs on Willingness to Implement Project-based Learning--The Mediating Role of Concept Identification

作　　者：何声清 HE Shengqing(Mathematics and Science College,Shanghai Normal University,Shanghai,200234)

机构地区：[1]上海师范大学数理学院,上海200234

出　　处：《现代基础教育研究》2023年第4期111-118,共8页Research on Modern Basic Education

基　　金：2019年度上海市浦江人才计划项目“初中生数学核心概念学习进阶及其影响因素的模型构建研究”(项目编号:2019PJC079)的成果。

摘　　要：针对当前项目化学习推进过程中教师“理念上难认同、落实上不到位”的现实问题,文章采用混合研究方法,以率先开展项目化学习的北京、上海两地教师为被试,考察教师的专业信念、理念认同对于其实施项目化学习意愿的影响机制。结果显示:教师的专业信念对项目化学习的实施意愿具有显著的预测作用,理念认同在专业信念和实施意愿之间起部分中介作用。据此建议:以项目化学习的理论基础、黄金标准、经典案例等为主题,针对性地开展各级各类的教师培训工作,转变教师的专业信念,强化其对于项目化学习的理念认同。Considering the practical problem of“teachers’difficulty in concept identification and inadequate practice”of project-based learning,this paper adopted a mixed research method to examine the influence mechanism of teachers’profession‐al beliefs and concept identification on their willingness to implement project-based learning,and it treated the teachers from Bei‐jing and Shanghai as research subjects,because project-based learning were first practiced in these two cities.The findings have shown that teachers’professional beliefs can exert a significant predictive effect on their willingness to practice project-based learning;and that concept identification plays a partial mediating role between professional beliefs and teachers’willingness.Ac‐cordingly,it is recommended that teacher training programs at different levels and of various kinds should be conducted on the theoretical foundations of project-based learning,the gold standard,and classical cases,and teachers’professional beliefs should be shifted,and their concept identification of project-based learning should be improved.

关 键 词：项目化学习 专业信念 理念认同 实施意愿 

分 类 号：G451[文化科学—教育学]