高校教师教学投入行为影响因素研究——基于计划行为理论的视角

Factors Affecting University Teachers’ Investment in Teaching

教学投入不足本质上是教师对教学意向实施的回避,亦即教学意向与教学行为之间具有差异,乃至教师不能完全投入到教学活动中。对照阿耶兹计划行为理论,可以从行为态度、主观规范和知觉行为控制三因素探讨教师的教学投入:行为态度是教师对教学行为本身的看法,是对教学行为的喜爱程度,包括教学信念、职业道德、职业倦怠;主观规范是教师感知到的外部因素对教学行为的支持或阻挠,包括教学与科研、教学管理、社会期望;知觉行为控制是教师感知到执行教学行为的难易程度,包括教学水平、获取资源能力、抗压能力等。引导高校教师加大教学投入的策略有三:一是调整其行为态度,促成教学投入行为,如招聘时要选择热爱教师行业者;二是改善主观规范,激励教学投入行为,如社会应控制对教师的期望以免教师压力过载;三是增强知觉行为控制,激励教学行为,如教师要学会辨别压力类型、通过自己的认知和行为方式减轻压力带来的负面情绪等。

Insufficient investment in teaching essentially reflects teachers avoidance of teaching intention. In the light of Ajzen s Theory of Planned Behavior, teachers teaching investment can be analyzed in the three aspects of behavioral attitudes, subjective regulation and perceived action control. The first aspect indicates teachers view towards teaching action, the second aspect indicates the support or barrier that teachers perceive the external factors can offer to teaching action, and the third aspect reflects the difficulty or easiness that teachers can perceive in carrying out teaching action. The strategies of guiding university teachers to enhance their teaching investment include adjusting behavioral attitudes, improving the subjective regulation and boost the perceived action control.