教学效能及其相关因素研究

发布时间：2018-03-13 09:14

  本文选题：教学效能　切入点：教师效能　出处：《西北师范大学》2008年博士论文　论文类型：学位论文

【摘要】： 目前我国已基本实现了普及九年义务教育的重要目标,基础教育改革的发展从注重数量的普及进入到巩固与提高并重的新阶段,注重效能成为当前教育发展及研究方面的重要课题。在新课程全面推进过程中,三级课程管理体制为学校的自我改进和发展创造了条件,学校如何通过有效管理为教师适应多样化的角色需求和持续性的专业发展提供保障和支持,校长如何转变领导方式提高教师队伍的专业性程度并构建合作分享的学校文化,教师如何改变传统教学方式提高学生学习的主动性,促进学生全面发展等都是教学效能研究中不可忽略的问题。就课堂教学活动而言,学校组织情境是教学活动得以展开的背景,两者存在不可分割的关系。 有鉴于此,本研究尝试整合以往学校效能研究和教师效能研究两条线索,以组织系统论和行为科学理论为基础,通过借鉴国内外相关研究文献,构建融合“管理”和“教学”过程在内的教学效能综合框架。在理论研究部分,主要分析教学效能的涵义、结构与层次以及主要的构成要素,并发展了教学效能的组织系统研究模式,为后期的教学效能实证研究奠定基础。实证部分的研究主题集中在“教师特征与班级教学效果之间的关系”以及“学校组织系统中多层面多因素的关系”两个方面:第一,在班级层面主要分析教师个人特征,如职业能力特征、情境知觉特征、行为表现特征间的关系以及它们与班级教学效果(班级气氛、学生学习需要与心理需要)间的关系。第二,在学校组织系统研究中,依次分析校长“转型领导”、组织文化与组织气氛、组织效能、组织管理与教学管理和学校多层面特征间的关系。 研究采用随机抽样的方法选取兰州市18所小学作为研究对象,通过教师(班主任)教学工作情况问卷调查表和学生学习生活情况问卷调查表收集班级教学活动方面的信息,并结合学校组织发展情况问卷调查表和学校教学工作情况问卷调查表获得整个学校组织系统内各方面的信息。通过数据分析结果在每个主题内得到多项结论。“教师特征与班级教学效果之间的关系”分析结果表明: 1.情境知觉与教师的职业能力及个人表现之间存在显著正相关。情境知觉与职业能力及个人表现存在显著的典型相关,说明教师情境知觉的积极变化会带来教师职业能力和教师表现的积极变化。 2.教师个人的职业能力与整体行为表现之间有显著正相关存在;职业能力与教师表现存在显著的典型相关。 3.情境知觉和教师职业能力对教师表现有一定的预测性。在情境知觉和职业能力的各构成要素中,“内部激励”、“课堂管理能力”和“班级情境知觉”对教师表现具有显著的预测作用。 4.路径分析证明预期的研究模型是成立的,教师表现主要受到个人情境知觉以及个人职业能力水平的直接影响。此外,情境知觉还能通过教师的职业能力间接作用于教师表现。 5.不同的教师职业能力水平未在班级气氛、学习需要和心理需要上表现出显著差异,而教师职业能力与这些方面没有显著的相关关系存在。 6.教师行为表现不同,则其所执教班级内的学生对班级气氛、学习需要和心理需要三方面的感受存在显著差异。教师表现与班级气氛有显著的正相关关系存在。 7.班级气氛与学生学习需要及心理需要存在显著的正相关。团结层面对学生学习需要、心理需要及整体需要的预测力最佳。 此外,“学校组织系统中多层面多因素的关系”的分析结果表明: 1.校长在“转型领导”四个维度上的表现与学校多层面的各种特征的相关程度都较高。相对而言,校长领导与“教学管理”的相关程度相对要低于其它组织层面的特征,而校长领导与班级气氛之间亦有显著相关。 2.学校组织文化与学校组织内部多层面及多种要素间关系密切。校长和教师之间的互动与教师间的互动(组织气氛所包含的两组特征)存在不同程度的显著相关。 3.组织效能与学校的教学管理及教师的工作满意度密切相关;组织效能与学校文化、校长的转型领导和行政管理、学校内的社会互动以及教师个人的“内部激励”感受存在不同程度的显著正相关;组织效能与班级层面的各种特征(教师表现、班级气氛、学生的学习需要和心理需要)之间没有显著相关。 4.学校行政管理工作与教师群体间的社会互动、教师个人的工作态度、班级行为表现、班级气氛、学生的需要几乎都有不同程度的显著相关存在,并且与教师感受和表现等的关系更为紧密。 5.学校教学管理的四个构成要素只是与教师团体的工作士气和亲密程度以及教师个人的满意度普遍存在显著相关。 除了上面所列出的部分研究结果,论文在汇总所有研究结论的基础上,发现校长的“转型领导”、对教师“体谅”、“组织文化”、“行政管理”、“工作士气”、“班级气氛”、学生的“学习需要”和“心理需要”是一组存在密切关系的变量,而另一组关系密切的变量则是校长“强调工作成果”、“教学管理”、“组织效能”和教师的“工作满足感”。从这两组变量可以辨别出两类“优质”学校,一种是以人性取向治校的学校,而另一种则是以任务取向治校的学校,两种学校有明显差异。最后,根据目前学校管理对班级教学影响不大、校长对教师体谅不足,教师工作投入度较低、忽视学生需要、班级气氛有待加强等问题提出了相应的改进建议。
[Abstract]:China has basically achieved important goals of the nine year compulsory education, basic education reform and development from the quantity of penetration into consolidation and improvement of the new stage, focus on efficiency has become an important topic in the development of education and research. In the new curriculum reform to promote the process, the three level management system to create a curriculum the conditions for self improvement and development of the school, the school how to provide security and support the professional development of the role and sustainability of the diversification of the demand for teachers to adapt through effective management, how to change the principal leadership style and enhance teachers professional degree and build cooperative sharing of school culture, teachers how to change the traditional teaching methods to improve students' learning initiative and to promote the all-round development of students is a problem that can not be ignored in the study of teaching effectiveness. As classroom teaching activities, the school organization situation It is the background of the development of teaching activities, and there is an inseparable relationship between the two.
In view of this, this study attempts to integrate previous research on school effectiveness research and teacher two clues to the organization system theory and the behavioral science theory, based on related research literature at home and abroad, constructing the integrated teaching and learning framework integration "management" and "teaching" process. In the theoretical research part, mainly analyzes the effectiveness of teaching the meaning, structure and level and main elements, and the development of teaching effectiveness research model of organization system, lay the foundation for the empirical research on the effectiveness of teaching later. The empirical part of the study focused on the theme of "teacher characteristics and teaching effect in class relations" and "school system and many levels and many factors in the relationship between" two first, in the class level mainly analyzes teachers' personal characteristics, such as occupation ability characteristics, situational perception, relationship between behavior characteristics And with their teaching effect in class (needs and psychological needs of the class atmosphere, students' learning) and the relationship between the second, study in school organization system, followed by the analysis of principals' transformational leadership, organizational culture and organizational climate, organizational effectiveness, organizational management and teaching management and the relationship between the school level features.
The research uses the random sampling method to select 18 primary school in Lanzhou city as the research object, through the teacher (teacher) teaching activity questionnaire and students' learning situation questionnaire to collect class information in the teaching process, and teaching the school organization development questionnaire and the school questionnaire obtained all aspects of the entire school system in the information. Through the analysis of the data results in every subject in the number of obtained conclusion. The relationship between teacher characteristics and teaching effect in class analysis results:
1., there is a significant positive correlation between situational perception and teachers' professional ability and personal performance. Situational perception is significantly correlated with occupational performance and personal performance, indicating that positive changes in Teachers' situational awareness can bring positive changes in Teachers' professional competence and teacher performance.
There is a significant positive correlation between the professional ability of 2. teachers and the performance of the overall behavior, and there is a significant canonical correlation between professional ability and teacher performance.
3., situational awareness and teachers' professional competence have some predictability in Teachers' performance. Internal motivation, classroom management ability and class situational awareness play a significant role in predicting teachers' performance.
4. path analysis proves that the expected research model is established. Teachers' performance is directly influenced by personal situational awareness and personal professional competence. Besides, situational perception can also indirectly act on Teachers' performance through teachers' professional competence.
5., different levels of teachers' professional competence do not show significant differences in class atmosphere, learning needs and psychological needs, but there is no significant correlation between teachers' professional competence and these aspects.
6., when teachers behave differently, there are significant differences in their feelings on class atmosphere, learning needs and psychological needs in three aspects. There is a significant positive correlation between teacher performance and class atmosphere.
7., there is a significant positive correlation between class atmosphere and students' learning needs and psychological needs. Unity level is the best predictor of students' learning needs, psychological needs and overall needs.
In addition, the analysis of the relationship between multifaceted and multi factors in the school organization system shows that:
Related to various levels of characteristics and performance of 1. school principals in the four dimensions of transformational leadership on the high degree of correlation. Relatively speaking, the principal leadership and "teaching management" is lower than other features of organizational levels, while headmaster leadership has significant relevance to class climate.
2., school organizational culture is closely related to various levels and elements of school organization. There is a significant correlation between interaction between principals and teachers and interaction between teachers (two sets of characteristics contained in organizational climate).
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