教学设计与氛围对实践教学效果的影响被引量：18

An Empirical Study on Influential Mechanism of Teaching Design and Ambiance on the Practical Teaching Effect

下载PDF

导出

摘要实践教学效果不佳一直是困扰我国高等教育的一个难题,直接关系着人才培养的质量和大学生就业,该问题解决的基础是弄清影响实践教学效果的主要因素及其影响机制。本研究基于个性化视角,建立了实践教学设计、实践教学氛围对实践教学效果的影响模型,提出了相关假设。通过对在校本科生进行调研,收集了206份有效数据。数据分析结果表明:教学设计、教学氛围、沉思倾向和内控倾向均对实践教学效果产生正向显著影响,它们均是实践教学效果的重要影响因素,并且沉思倾向和内控倾向在教学设计、教学氛围影响实践效果的过程中具有中介效应。本研究可为各高校实践教学的个性化设计和管理工作提供理论参考。 Practice teaching occupies an extremely important position in China＇s talents training of universities. The quality of talents training is directly related to employment of graduates. Poor practice teaching effect has been a weakness of higher education in China. The premise of solving the problem is to find out the main factors influencing the effect of practice teaching and important degrees of them. For long time, how to assess the importance of influence factors of practice teaching effect has always lacked an effective quantitative analysis method. Based on a view of educational psychology, this paper puts forward a study on practice teaching factors in information management professional. 206 valid questionnaires had been collected from college students. The following results showed that the most positive influence to the practice teaching include teaching design, teaching atmosphere, contemplative orientation, internal locus of control in which teaching design and influence have greater impacts. The results of this study can provide a theoretical reference for practical teaching design in college education.

作者李兴国顾东晓任元璞顾佐佐

机构地区合肥工业大学管理学院南京大学信息管理学院安徽大学艺术与传媒学院

出处《实验室研究与探索》 CAS 北大核心 2015年第4期147-151,共5页 Research and Exploration In Laboratory

基金国家自然科学基金项目(71301040) 中国博士后科学基金项目(2013M541651 2014T7058) 安徽省重点教改项目(2012jyxm031) 合肥工业大学研究生教学改革项目(YJG2012Y11) 安徽省人文社会科学重点研究基地重点项目(SK2013A148) 江苏省博士后科研资助计划(1302129C)等支持

关键词实践教学教学设计影响因素个性心理 practice teaching teaching design influencing factors personality

分类号 R395 [医药卫生—医学心理学] G640 [文化科学—高等教育学]

引文网络
相关文献

参考文献17

1谭顶良.论学习风格及其研究价值[J].南京师大学报（社会科学版）,1994(3):46-50. 被引量：108
2Baldwin T T, Ford J K. Transfer of training: A review and directions for future research [ J]. Personnel Psychology, 1988, 41 ( 1 ) : 63- 105.
3Ford J K, Quifiones M A, Sego D J, et al. Factors affecting the opportunity to perform trained tasks on the job [ J ]. Personnel Psychology, 1992, 45(3) : 511-527.
4Tracey J B, Tannenbaum S I, Kavanagh M J. Applying trained skills on the job: The importance of the work environment [J]. Journal of Applied Psychology, 1995, 80(2) : 239-252.
5Luthans F, Kreitner R. Organizational behavior modification and beyond: An operant and social learning approach [ M ]. Scott, Foresman, 1985.
6Rouiller J Z, Goldstein I L. The relationship between organizational transfer climate and positive transfer of training [ J ]. Human Resource Development Quarterly, 1993, 4(4) : 377-382.
7Murray H A. Explorations in personality [ M ]. Newyork: Oxford university press, 1938.
8Bandura A. Self-efficacy [M]. John Wiley & Sons, Inc. , 1994.
9Holton E F. The flawed four-level evaluation model [ J ]. Human Resource Development Quarterly, 1996, 7 ( 1 ) : 5-21.
10Stajkovie A D, Luthans F. Self-efficacy and work-related performance: A meta-analysis [ J ]. Psychological bulletin, 1998, 124(2) : 240-248.