教师建构主义教学能力的培养及其效果——基于TALIS 2013上海教师数据

发布时间：2018-01-29 08:54

本文关键词： 教师专业发展建构主义教学教学效能感 TALIS 核心实践　出处：《教育发展研究》2017年18期 　论文类型：期刊论文

【摘要】：本研究聚焦教师专业发展项目中教师建构主义教学能力培养的效果,并通过三个方面加以分析:教师的建构主义教学能力是否通过专业发展活动得到培养?建构主义教学实践能否提升教师的教学效能感?何种教师专业发展路径适合形成教师的建构主义教学能力?研究者使用上海教师参与TALIS 2013+的数据进行了结构方程模型分析。研究发现,专业发展活动对于教师的建构主义实践和信念的养成具有显著影响;教师教学效能感的确从其建构主义教学实践中获得了提升,但影响有限;教师的建构主义教学实践总体而言先于相关信念的形成,并且从实践到信念的过程受到教学效能感的完全中介作用。研究者提出,教师专业发展项目应以这一路径为基础进行设计,并重视对超越日常经验的"核心实践"的提炼,才能更有效地培养变革性教师。
[Abstract]:This study focuses on the effect of teachers' constructivism teaching ability in teacher professional development project and analyzes it from three aspects: whether teachers' constructivism teaching ability is cultivated through professional development activities? Can constructivism teaching practice enhance teachers' sense of teaching efficacy? Which path of teachers' professional development is suitable for forming teachers' constructivism teaching ability? The researchers analyzed the structural equation model using data from Shanghai Teachers' participation in TALIS 2013. Professional development activities have a significant impact on teachers' constructivism practice and cultivation of beliefs; Teachers' sense of teaching efficacy has been promoted from their constructivism teaching practice, but the influence is limited. Teachers' constructivism teaching practice is generally prior to the formation of relevant beliefs, and the process from practice to belief is completely mediated by the sense of teaching efficacy. Teachers' professional development projects should be designed on the basis of this path, and attention should be paid to the refining of "core practices" that transcend daily experience in order to train transformative teachers more effectively.
【作者单位】：上海师范大学教育学院;台湾体育运动大学师资培育中心;
【基金】：2013上海市教育科学研究市级项目“中小学构建变革意义的机制研究——以学校话语系统为视角”(B13036)的部分成果
【分类号】：G451
【正文快照】： 一、问题的提出建构主义教学是我国当前教育改革中的一个关键词。学界有关这一理念的各种争论从未中断,甚至一度影响教育改革的动向。[1][2]到目前为止,争论大多是从“教育何为”的应然状态出发,讨论是否应当将建构主义作为课程变革的指导思想。但不可否认的是,经过十余年的变

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