中学数学教师认识信念系统量表的编制与信效度检验

Compilation of Epistemological Beliefs System Scale for High School Mathematics Teacher and Its Test for Reliability and Validity

在理论研究的基础上构建中学数学教师认识信念系统模型.通过维度设计,项目选编、评估、编码、鉴别度分析、可读性评价等一系列过程编制和修订《中学数学教师认识信念系统量表》,并进行探索性因素分析和验证性因素分析,探讨量表内部结构.结果表明各维度与量表的整体概念一致并且具有独立的结构内涵.采用结构方程模型方法比较最初的理论模型和3个竞争模型,发现中学数学教师认识信念系统的结构与原有的理论构想五成分结构不完全一致,它是建立在该五因素模型基础之上的二阶因素模型.5个一阶因素分别是关于数学知识、数学学习、数学教学、学生和教师自身的认识信念,其上,可以概括出2个二阶因素:与数学学科教学相关的认识信念和关于师生的认识信念.

Our construction of epistemological beliefs system model for high school mathematics teacher was based on the mathematics education theoretical research. Through a series of dimensional design, item-selecting, evaluation, coding, differential analysis, readability assessment and revision, we finally set and make compilation of Epistemological Beliefs System Scale for High School Mathematics Teacher(EBSS-HSMT). Exploratory factor analysis and confirmatory factor analysis were also carried out to explore the internal structure of this scale. Results showed that the overall concept of EBSS-HSMT scale is consistent with its dimensions which have independent content structure. By using Structural Equation Modeling approach, the comparison of competing models found the evidence that the fit model does not fully consistent with our original idea-- the five-components structure theory, but a second-order factor model. This second-order factor model has 5 factors-- beliefs about mathematics knowledge, learning, teaching, beliefs about students and teachers’ themselves, which can be summed up to two higher order factors: beliefs about mathematics pedagogy and beliefs about people(teachers and students).