高中生感知到的课堂教学方式量表的编制

Development of Chinese High School Students Perceived Classroom Teaching Approaches Scale

在文献分析、课堂观察和访谈的基础上,编制了高中生感知到的课堂教学方式初始问卷。通过探索性因素分析和验证性因素分析对初始问卷进行修订,最终形成的正式量表包括以教师为中心的教学方式和以学生为中心的教学方式两个分量表。以教师为中心的教学方式由直接教学和提问两个维度构成,以学生为中心的教学方式由自主探究学习与合作学习两个维度构成。结果表明,高中生感知到的课堂教学方式量表具有较高的内部一致性信度、重测信度、良好的结构效度和校标关联效度,可以作为我国高中课堂教学方式的测量工具。

Based on the literature review,classroom observation and interview,the current study firstly constructed the draft of the Questionnaire on the Chinese High School Students’Perceived Classroom Teaching Approaches.Due to the results of the exploratory factor analysis and the confirmatory factor analysis,this draft questionnaire was further revised and finalized as a twodimension scale,namely,the formal scale was comprised of teacher-centered teaching approaches and student-centered teaching approaches.The teacher-centered teaching approaches consists of two parts,i.e.,direct instruction and questioning,while the studentcentered teaching approaches includes another two parts,autonomous-inquiry learning and cooperative learning.The results indicate that this questionnaire is suitable to measure the Chinese high school students’perceived classroom teaching approaches since it has high-level coefficients of the internal consistency reliability,the test-retest reliability,the construct validity,and the criterion-related validation.