初中物理教师新课标教学适应性及其对教学实施行为的影响——基于多群组结构方程模型分析  

The Adaptability of the New Curriculum Standard Teaching of Junior High School Physics Teachers and Its Impact on the Implementation of New Teaching Behaviors

作　　者：彭佳 于海波[1] PENG Jia;YU Hai-bo(School of Physics,Northeast Normal University,Changchun,Jilin,130024,PRC;Faculty of Education,Northeast Normal University,Changchun,Jilin,130024,PRC)

机构地区：[1]东北师范大学物理学院,吉林长春130024 [2]东北师范大学教育学部,吉林长春130024

出　　处：《当代教育与文化》2024年第5期98-107,共10页Contemporary Education and Culture

基　　金：2022年教育部课程教材研究所重点项目“落实基础教育课程标准实验研究”(JCSZDXM2022002);2022年吉林省高等教育教学改革重点课题“面向学科核心素养培养的物理师范生教学关键能力提升路径研究”(20224BR7GI5001Z)。

摘　　要：基于AMO理论建构新课标导向下物理教师教学实施行为(TB)触发模型。以新课标教学适应性为依据对课改实验区的304名初中物理教师进行群体区分,运用多群组结构方程模型分析与检验O-学校课改氛围(SA)、A-教学实施效能感(TE)和M-教学实施内在动机(TM)在不同群体中发挥的作用与构成的影响机制。研究发现:(1)依据“课标理解-教学重塑”适应类型二维矩阵,教师新课标适应可以划分为四类型、三水平;(2)随着教师新课标教学适应性的提升,AMO之间的可能性作用路径呈现不断增加态势,对于低适应教师,中观-SA仅能通过“SA→TE→TB”“SA→TM→TB”两条独立中介作用促进教师教学实施行为产生;对于中适应教师,TE与TM之间产生协同关联,两者间可以通过连续中介作用“SA→TE→TM→TB”激发教师教学实施行为;对于高适应教师,存在“SA→TB”的直接触发机制,教师可以直接对学校课改氛围做出符合预期的教学实施行为反映。Based on AMO theory,a new teaching implementation behavior(TB)trigger model for junior high school physics teachers under the guidance of new curriculum standards was constructed.Based on the teaching adaptability of the new curriculum standard,304 junior high school physics teachers in the experimental area of curriculum reform were divided into groups,and the multi-group structural equation model was used to analyze and test the role and composition of O-school curriculum reform atmosphere(SA),A-teaching implementation efficacy(TE)and M-teaching implementation intrinsic motivation(TM)in different groups.The results show that:(1)According to the two-dimensional matrix of“curriculum standard comprehension-teaching remodeling”,teachers'adaptation to new curriculum standards can be divided into four types and three levels;(2)With the improvement of teachers'adaptability to the new curriculum standards,the possible paths between AMOs are increasing,and for teachers with low adaptation,meso-SA can only promote the production of teachers'teaching implementation behaviors through two independent mediating roles:“SA→TE→TB”and“SA→TM→TB”.For teachers who adapt to the middle school,there is a synergistic association between TE and TM,and the continuous mediating effect between the two can stimulate teachers'teaching implementation behaviors through the continuous mediating effect of“SA→TE→TM→TB”.For highly adaptable teachers,there is a direct trigger mechanism of“SA→TB”,and teachers can directly respond to the expected teaching implementation behavior of the school curriculum reform atmosphere.

关 键 词：新课标 初中物理教师 教学实施行为 教学适应性 

分 类 号：G623.6[文化科学—教育学]