新文科背景下高校经管类专业青年教师跨学科教学意愿研究

Young College Teachers’ Interdisciplinary Teaching Intention of Economy and Management Majors in the Context of New Liberal Arts

以身份认同为中介变量,以教学创新意识为调节变量,基于扩展的计划行为理论构建新文科背景下高校经管类专业青年教师跨学科教学意愿研究的概念模型。以40岁以下经管类专业青年教师为研究对象,采用结构方程模型和多层回归分析方法探究其跨学科教学意愿形成的内在机理。结果表明:经管类专业青年教师的教学态度、主观规范、知觉行为控制和身份认同等变量对其跨学科教学意愿有显著正向影响;其身份认同变量在教学态度、主观规范、知觉行为控制等变量与跨学科教学意愿的关系间发挥中介作用;其教学创新意识对身份认同与跨学科教学意愿间关系的正向调节作用不显著。基于研究结果提出相应建议,以期促进高校经管类专业青年教师跨学科教学意愿的提升。

With identity as the intermediary variable and teaching innovation consciousness as the adjustment variable,the conceptual model of interdisciplinary teaching intention of young teachers of economics and management majors in colleges and universities is constructed based on the extended theory of planned behavior under the background of new liberal arts.With young teachers under the age of 40as the research object,the internal mechanism of the formation of interdisciplinary teaching intention of young teachers in economic management majors was explored by structural equation model and multi-level regression analysis.The results show that variables including teaching attitude,subjective norms,perceptual behavior control and identity have significant positive influence on the interdisciplinary teaching intention,and identity plays an intermediate role in the relationship between interdisciplinary teaching intention and teaching attitude,subjective norms and perceptual behavior control.The teaching innovation consciousness does not play a significantly positive intermediary role in the relationship between identity and interdisciplinary teaching intention.Corresponding suggestions are put forward based on the research results,in hopes of promoting the interdisciplinary teaching intention of young teachers of economics and management majors.