学习环境对教师学习结果的影响机制研究——基于全视角学习理论的大样本调查数据分析

The Influence Mechanism of Teachers’Learning Outcome from Perspective of Learning Environment:Based on the Analysis of Large-scale survey Data under the Guiding of the Full-perspective Learning Theory

文章以全视角学习理论为基础,设计了“环境(Environment)-过程(Process)-结果(Outcome)”评估框架,构建了教师学习结果的影响机制假设模型(简称EPO模型),并运用上海市X区的大样本调查数据对该模型进行检验。结构方程模型的路径分析表明:(1)教师学习环境对学习结果的间接效应正向且显著,并且学习环境通过学习过程中学习互动的中介效应显著影响了教师的学习结果;(2)教师学习过程中学习动力、学习内容、学习互动均正向显著地预测教师的学习结果;(3)教师学习过程中,学习互动和学习内容均显著正向影响教师的学习动力,且学习互动显著正向影响学习内容。EPO模型检验结果带来三个方面的结论和启示:EPO框架可作为中小学教师继续教育评估的模型;教师学习过程的专业设计无论怎样强调都不为过;教师的学习结果和学习过程是学习环境连续作用下的统合体。

Based on the Full-perspective Learning Theory,the Environment-Process-Outcome framework(EPO model)was designed for assessment as a hypothesis model to explore the influence mechanism on teachers’learning outcome,which was analyzed by the large-scale survey data inspection from the X district in Shanghai.The data of structural equation model was built and the path analysis results showed that:(1)Learning environment has both overall and indirect effects on teachers’learning outcome which is positive and significant,and especially teachers’learning interaction in learning process mediated learning environment and influenced teachers'learning outcome significantly;(2)learning incentive,learning content and learning interaction in teachers’learning process,all positively and significantly predicted teachers’learning outcome;(3)in teachers’learning process,teachers’learning interaction and learning content both significantly and positively influenced teachers’learning incentive,and learning interaction significantly and positively influenced learning content.The EPO model checking results show three conclusions and inspirations:The EPO model could be applied for school teachers’further education assessment;the design of teachers’learning process should be highly emphasized;and teachers’learning outcome and process is an unity under the effect of learning environment.