中小学教师教学范式测量问卷编制及信效度检验  

Development and Reliability Test of Teaching Paradigms Questionnaire for Primary and Secondary School Teachers

作　　者：张倩[1] 南晓倩 王红[1] ZHANG Qian;NAN Xiaoqian;WANG Hong(College of Teacher Education,South China Normal University,Guangzhou 510631)

机构地区：[1]华南师范大学教师教育学部,广州510631

出　　处：《教育研究与实验》2025年第2期136-143,共8页Educational Research and Experiment

基　　金：国家社会科学基金2022年度教育学重大项目“新时代高质量教师教育体系建设及师资供需配给研究”(VFA220007)的研究成果。

摘　　要：教学范式是教学实践的底层逻辑,教学范式变革是课堂教学形态发生本质转变的关键路径。为了适应人工智能时代的育人要求,我国中小学教师的教学范式应从“输入为本”转向“输出为本”。由于缺乏教学范式的测评工具,难以对中小学教师的教学范式现状进行准确判断,不利于教学范式的转变。中小学教师教学范式测量问卷以范式理论为基础,包含形而上学教学范式、社会学教学范式、人工教学范式三个维度:形而上学教学范式包含人才观、知识观、教学目的等二级维度,社会学教学范式包含教学秩序和变迁动力等二级维度,人工教学范式包含教学模式、教学设计、教学活动实施等二级维度。分析结果表明,该问卷信度(内部一致性系数、分半信度)与效度(结构效度、内容效度)合理,可以作为测量中小学教师教学范式现状、探索教学范式变革路径的有效工具。The pedagogical paradigm is the underlying logic of teaching practice,and the transformation of the pedagogical paradigm is the key pathway to the fundamental transformation of classroom teaching patterns.To meet the educational demands of the era of artificial intelligence,it is imperative to shift the teaching paradigm of primary and secondary school teachers in China from“input-based”to“output-based”.Due to the lack of a clear evaluation tool for pedagogical paradigms,it is difficult to accurately judge the pedagogical paradigms of primary and secondary school teachers,which also hinders the transformation of pedagogical paradigms.Based on the paradigm theory,a pedagogical paradigm scale for primary and secondary school teachers was developed from the three dimensions:metaphysical pedagogical paradigm,sociological pedagogical paradigm,and artificial pedagogical paradigm.The metaphysical pedagogical paradigm contains secondary dimensions such as talent view,knowledge view and teaching purpose;the sociological pedagogical paradigm contains the secondary dimensions of teaching order and driving force of change;the artificial pedagogical paradigm contains the secondary dimensions such as teaching mode,teaching design and implementation of teaching activities.The questionnaire reliability(consistency coefficient,split-half reliability)and validity(structural validity,content validity)are reasonable,and can be used as an effective tool to measure the current status of pedagogical paradigms of primary and secondary school teachers and explore the pathways of pedagogical paradigm transformation.

关 键 词：教学范式 中小学教师 测量问卷 

分 类 号：G451[文化科学—教育学]