摘要
该文在梳理国内外有关教师观念的理论与实证研究的基础上,评述了三种得到已有研究广泛采用和普遍认同的调查工具,即黄政杰的教师课程取向量表、Trigwell等人的ATI问卷以及Chan和Elliott的TLCQ问卷。通过分析,作者认为上述三种调查工具的理论框架和题项编制均存在有待改进之处。基于三种调查工具的经验与不足,未来研究编制教师课程观念的调查工具应首先对本土课程系统做出充分认识,建构合理的理论框架来描述教师课程观念,并获取更有效的证据来推断教师课程观念。
Based on international and domestic theoretical and empirical study on teacher＇ s concep- tion, this article reviews three survey tools, including Teacher＇s Curriculum Orientation Scale by Huang Zhengjie, ATI Questionnaire by Trigwell et al. and TLCQ by Chan and Elliott, which are used and acknowledged widely by irfformed researches. Through analysis, this article draws a con- clusion that both theoretical frameworks and item formation of these three tools have several disad- vantages. Based on the experience and shortage of these three tools, this article suggests that in or- der to develop survey tools on teacher＇ s curriculum conception, future research shou]d understand domestic curriculum system adequately, construct reasonable framework to describe teacher＇ s cur- riculum conception and achieve more effective evidences to infer teacher＇ s curriculum conception.
出处
《全球教育展望》
CSSCI
北大核心
2013年第10期20-28,共9页
Global Education
基金
教育部人文社会科学重点研究基地重大项目"义务教育阶段学校课程实施过程质量评估的理论和技术研究"(项目编号:11JJD880003)的研究成果之一
关键词
教师观念
课程观念
课程取向
调查工具
teacher＇ s conception
curriculum conception
curriculum orientation
survey tools
