初中教师合作学习水平的差异分析及其提升路径  

Analysis of the Differences in Cooperative Learning Level Among Junior High School Teachers and Pathways for Enhancement

作　　者：曾佑来[1] 王越[1] ZENG Youlai;WANG Yue

机构地区：[1]辽宁师范大学教育学部,大连116029

出　　处：《教育测量与评价》2024年第6期65-75,共11页Educational Measurement and Evaluation

基　　金：教育部人文社科2023年度青年项目“数字时代教师合作胜任力评价指标建构及测量”(23YJC880005)的研究成果。

摘　　要：在文献分析和开放式问卷调查的基础上,以教师合作学习的探究环理论为框架,编制包含3个因子11个题项的初中教师合作学习水平问卷。采用该自编问卷对571名初中教师进行调查发现:教师合作学习整体上处于中上等水平,合作意愿维度分数最高,其次是合作行动和合作对话;教师合作学习水平在学校所在地区、性别上存在显著性差异,不同学历、教龄、任教年级的教师在合作学习整体水平上不存在显著性差异,但在合作行动维度存在显著性差异。为有效提升初中教师的合作学习水平,建议组建以解决实践问题为导向的合作学习组织,立足实践问题开展有效的合作学习对话;打破教师间心理壁垒,创设开放包容的教师合作学习文化氛围;鼓励异质教师合作,促进合作学习行动;丰富合作学习场景,提高合作学习素养;完善教师评价机制,提升合作学习意愿。Based on a literature review and an open-ended questionnaire survey,this study developed an 11-item,three-factor questionnaire to measure cooperative learning level among junior high school teachers using the theory of inquiry circles of teacher cooperative learning as a framework.The questionnaire was administered to 571 junior high school teachers and the results showed that the overall level of cooperative learning among teachers was at the upper-middle level,with the highest score on the dimension of cooperative intention,followed by cooperative action and cooperative dialogue.There were significant differences in the level of cooperative learning among teachers in terms of region and gender,but no significant differences were found among teachers with different educational backgrounds,teaching experience,and grade taught,but there are significant differences in the dimension of cooperative action.To effectively improve cooperative learning level among junior high school teachers,the study suggests forming cooperative learning organizations that are oriented towards solving practical problems,conducting effective cooperative learning dialogues based on practical problems;breaking down psychological barriers between teachers and creating an open and inclusive culture of cooperative learning;encouraging heterogeneous teachers to cooperate and promote cooperative learning actions;enriching cooperative learning scenarios and improving cooperative learning literacy;and improving the teacher evaluation mechanism to enhance cooperative learning intention.

关 键 词：教师合作学习 合作意愿 合作行动 合作对话 教师专业发展 

分 类 号：G45[文化科学—教育学]