摘要
本文依据Rogers对学习方式的划分标准以及Schugurensky对非正式学习的分类法,提出教师学习方式的理论结构。结合对中小学教师深度访谈和日记追踪的内容分析,系统编制形成了《中小学教师学习方式问卷》,并对我国多个地区中小学教师进行测量。812份有效调查数据的探索性和验证性因素分析结果表明,教师学习方式由7因素构成,具体包括讲座培训、听课探讨、媒体阅读学习、与他人互动、反思、学习倾向、偶发学习。信效度检验的结果表明,教师学习方式问卷信效度良好,可以作为研究教师学习方式的一个有效工具。
Based on Rogers's evaluation standard of learning forms and Schugurensky's taxonomy about informal learning, the research put forward the theoret- ical structure of the teachers' learning forms. The Questionnaire for Teachers' Learning Forms (QTLF) was created based on the content analysis of in-depth interviews and diaries of primary school and middle school teachers. The research collected 812 valid questionnaires completed by primary school and mid- dle school teachers of 6 provinces, and the results of exploratory factor analysis and confirmatory analysis indicated that the structure of the teachers' learning forms include 7 factors, they are attending courses, discussing lectures, reading and using media, ex- changing ideas, self-examination, learning conscious- ness and incidental learning. Rdiability coefficients (Cronbach's or) ranged from 0.82 to 0.88. The QTLF was found to have good structure validity and to be an effective tool for studying teachers' learning forms.
出处
《社会心理科学》
2013年第10期97-105,共9页
Science of Social Psychology
关键词
教师学习方式
问卷编制
因素分析
teachers' learning forms
developing questionnaire
factor analysis