教师关注测量:“关注为本采纳模式”的本土化适合检验

发布时间：2018-05-07 02:26

  本文选题：关注为本采纳模式(CBAM) + 关心发展阶段(SoC)　； 参考：《教育理论与实践》2010年28期

【摘要】："关注为本采纳模式"是课程实施过程中比较重要的测量与促进模式之一,它包括三个诊断维度:关心发展阶段、课程实施水平和革新构造。通过使用关心发展阶段问卷对新课程改革中教师关注阶段进行测量,表明教师在面对变革时对影响的关注最高,其次是自我关注,对任务关注较低,关注最低的是不相关,这说明预测版关心发展阶段问卷不完全适合我国教育变革的情境,在使用时,需要根据实际情况进一步发展修订。
[Abstract]:"attention based Adoption Model" is one of the most important models of measurement and promotion in the course of curriculum implementation. It includes three dimensions of diagnosis: concern for the stage of development, the level of curriculum implementation and the structure of innovation. By measuring the teachers' attention stage in the new curriculum reform by using the caring development stage questionnaire, it shows that the teachers pay the most attention to the influence in the face of the change, followed by the self-concern, the low attention to the task, and the least concern is irrelevant. This shows that the predictive version of the concern for the development stage questionnaire is not fully suitable for the situation of educational reform in China, and needs to be further developed and revised according to the actual situation.
【作者单位】： 东北师范大学农村教育研究所;东北师范大学教育科学学院;
【基金】：“社会转型与教师教育变革”国际学术研讨会提交论文,也是作者博士论文成果的一部分
【分类号】：G451
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本文编号：1854997