乡村学校科学教师专业发展内生动力模型的构建与验证

Construction and Verification of Endogenous Motivation Model for Professional Development of Science Teachers in Rural Schools

激发乡村学校科学教师专业发展内生动力是提升乡村学校科学教育质量的关键。针对乡村学校科学教师群体呈现出专业发展内生动力不足的问题,文章采用混合研究方法构建乡村学校科学教师专业发展内生动力模型并进行相应的验证。首先,运用扎根理论研究方法,对15位乡村学校科学教师的生命叙事进行分析,提炼影响其专业发展动力的要素;其次,设计与开发相应的测量工具,运用探索性因素分析,形成正式的测量工具;最后,从内生发展的视角,构建乡村学校科学教师专业发展内生动力模型,运用验证性因素分析,检验模型的拟合度与稳定性。研究发现,乡村学校科学教师专业发展内生动力的生成需要以横纵双向的教学胜任力培养为基础、以身心状态调节能力的加强为催化剂、以科学教师价值观的重塑为最终旨归。

Stimulating the endogenous motivation of science teachers'professional development in rural schools is key to improving the quality of science education in rural schools.Addressing the issue of insufficient endogenous motivation of science teachers'professional development in rural schools,this paper employs a mixed research method to construct a model of endogenous motivation for professional development of science teachers in rural schools and carries out the corresponding model validation.Firstly,the life narratives of 15 science teachers in rural schools were analyzed through the grounded theory,and the elements affecting their motivation for professional development were extracted.Secondly,corresponding measurement tools were designed and developed,and a formal measurement tool was formed by exploratory factor analysis.Finally,from the perspective of endogenous development,a model of endogenous motivation for professional development of science teachers in rural schools was constructed,and confirmatory factor analysis was applied to test the fit and stability of the model.It is found that the generation of endogenous motivation of science teachers'professional development in rural schools needs to be based on the cultivation of teaching competence in both horizontal and vertical directions,the enhancement of physical and mental regulation ability as the catalyst,and the reshaping of science teachers'values as the ultimate goal.