摘要
基于新一轮教师教学国际调查的上海数据,运用分层线性回归的方法,分析了教师专业发展活动的3个方面(形式、主题、细节特征)和教师效能感及其3个维度(课堂管理、教学策略、学生参与)之间的关系。研究发现:在专业发展活动形式方面,在线培训、教师专业发展学习小组、访问商业教育机构或场所、阅读专业文献对教师效能感有显著正向影响;在专业发展活动主题方面,评价学生、教师与家长的合作、ICT教学技巧、个性化学习的教学、多元文化或多语言下的教学对教师效能感有显著正向影响;在专业发展活动细节特征方面,有后续活动、聚焦教学创新对教师效能感有较为显著的正向影响。
Based on the result from Teaching and Learning International Survey(TALIS 2018),the statistical correlation between the 3 aspects of teachers’professional development activities(format,theme,detail characteristics)and the overall as well as the 3 subscales of teacher efficacy in classroom management,teaching strategies and student engagement is analyzed by using stratified linear regression.This study found that:the format of professional development activities such as online training,teachers’professional development learning groups,visiting to business educational premises,reading professional literature have a significant positive impact on teacher efficacy.Theme on evaluation of students,teacher-parent co-operation,ICT teaching skills,teaching for individualized learning,multicultural or multilingual teaching have a significant positive impact on teacher efficacy.Detail characteristics such as providing follow-up activities or focusing on teaching innovation have significant positive effects on teacher efficacy.
作者
吴宇宁
李祎
郑鹏宇
WU Yuning;LI Yi;ZHENG Pengyu(College of Basic Education,Putian University,Putian 351100,China;College of Mathematics and Statistics,Fujian Normal University,Fuzhou 350117,China;Fuzhou Gezhi High School,Fuzhou 350001,China)
出处
《宁波大学学报（教育科学版）》
2023年第5期84-92,共9页
Journal of Ningbo University(Educational Science Edition)
基金
教育部人文社会科学研究项目“数学深度学习的认知理论分析、测评模型建构与教学实证研究”(22YJA880021)
福建省教育科学“十四五”规划课题“小学生数学运算错误的认知心理学分析及教学对策研究”(FJJKBK22-157)。
