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采用自编《高校魅力型教师特质结构问卷》对30所高校的1 547名在校大学生进行问卷调查,结果发现:大学生对魅力型教师特质的要求存在显著的学校差异。具体表现为:在资格因子上,被试学历对教师资格与魅力型教师的关系存在显著的负向预测作用;在性格因子上,学校地域能够加强被试学历与性格因子之间的负向预测作用;学校类型对高校魅力型教师品格因子得分的均值差异具有显著的负向预测作用;在资格因子上,学校类型能够加强被试性别与资格因子之间正向预测作用;在才能因子上,学校地域能够加强被试专业与魅力型教师才能因子之间正向预测作用。 相似文献
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本研究在编制幼儿个性发展教师评定问卷的基础上，通过探索性因素分析和验证性因素分析得出，我国幼儿的个性结构可以由智能特征、认真自控、情绪性、亲社会性4个维度11个特质构成，与西方幼儿相比表现出一定的文化差异。 相似文献
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教学风格是教师在教学过程中的偏好性与习惯化的行为方式,是具有多维度的心理结构。参照有关文献并结合省内的调查研究,编制出中小学教师的教学风格调查表。通过对183名浙江省中小学教师测量结果的因素分析,得出教学风格的六个因素,分别命名为情感陶冶、知识训练、教师中心、学生中心、严格严谨和体系形象。该量表因素结构清晰,信度、效度较好,符合心理测量学的要求,可以作为评定中小学教师教学风格的有效工具。 相似文献
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作文评价要展示教师的个性
我们主张教师应充分认识自己的个性特质,在作文评价过程中主动展示自己的特色和魅力。有的教师善于以理服人,治学严谨,朴素踏实,审慎致密,属睿智型教师;有的教师偏重于形象思维,为人细腻热情,讲课生动,声情并茂,属情感型教师;有的教师乐观豁达,教学机智诙谐,妙趣横生,属幽默型教师; 相似文献
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中学语文卓越教师是指能够创新而卓著地开展中学语文教学的优秀教师,在深层背景上应该具备研究型教师、学者与专家型教师、语文特质鲜明突出的魅力型教师这三种基本素养。中学语文卓越教师的培养,需要进行有意识、有计划地设计,这包括对培养规格、培养模式、课程体系等进行设计。 相似文献
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组织承诺是教师专业发展研究的前沿课题。文章重点介绍和分析了近年来国内外有关教师组织承诺的研究,包括教师组织承诺的内涵、结构、预测功能以及影响因素。已有研究主要从态度和行为两个维度界定教师组织承诺的内涵,存在"三维结构模型"和"五维结构模型";研究发现教师组织承诺对师资队伍流动趋向、教师的教育行为以及学生的学业成就具有较好的预测作用;个体因素、工作因素、组织因素以及变革型领导行为等都影响着教师组织承诺的水平。 相似文献
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通过查阅现有国内外文献,对200名教师的问卷施测,确定教师知识分享的项目,编制了适合中国文化背景的教师知识分享问卷。对正式施测的518份有效问卷进行分半分析。其中258份有效问卷的探索性分析表明:教师知识分享是四因素结构,即促进学习机会、分享个人经验、参与专业互动、参与专业互动。另外258份问卷用于进一步验证教师知识分享问卷的信度和效度,验证性因素分析证实了四维结构模型的合理性,问卷具有较好的信度和效度。 相似文献
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目的：调查初中教师魅力的现状,为初中教师的自我提升、教师招聘、选拔以及培训提供参考。方法：采用《初中教师魅力问卷》,评估1257名初中生对初中教师魅力的评价水平并分析其影响因素。结果：初中生整体对教师魅力的评价在中上水平;城镇初中生对教师魅力的评分高于农村初中生;初中生对教师魅力的评价在总体上不存在年级差异;女生对教师魅力的评分显著高于男生。 相似文献
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This study aimed to design and validate the Teacher Identity Measurement Scale (TIMS) for assessing primary student teachers’ professional identity. Based on identity theory and a systematic review into quantitative instruments of teacher identity, teacher identity was decomposed in four first-order constructs: motivation, self-image, self-efficacy, and task perception. This resulted in a measurement scale consisting of 46 items. The factorial design was examined by administering the TIMS to first- and second-year primary student teachers. In phase 1, involving 17 students, qualitative scale development methods were used to assess the construct validity. In phase 2, its second-order factor structure was tested and confirmed among a sample of 211 students. In phase 3, this structure was cross-validated among a new sample of 419 students. The instrument may contribute to understanding primary student teacher’s professional development and can be used as a tool to support the process of developing a professional teacher identity. 相似文献
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为探讨阅读投入、阅读兴趣在教师支持与中学生阅读素养中的中介作用,研究采用阅读素养测验、阅读调查问卷与教师支持问卷对559名初中生进行调研,并运用结构方程模型进行数据建模分析。结果发现:教师支持通过阅读投入和阅读兴趣的链式中介影响学生阅读素养。建议教师在阅读教学实践中要改革教学方法,从情感关怀、学习指导、能力指导等多方面提供相应的支持,实施有深度的阅读教学;也要引导学生进行以培养兴趣为目标的阅读投入,提高学生学习自主性。 相似文献
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教育关系:学校场域的要素、关系与结构 总被引：3，自引：0，他引：3
教师与学生、教育教学内容、教育或教学内容的物化形式以及其他辅助条件是教育活动的三个基本要素,国家、学校、教师、学生是教育关系中的四个利益主体。由于国家、学校、教师、学生在掌握社会权利资源方面存在着巨大的差异性,教师和学生不可避免地成为了多重重大权利关系的承载体,其结果导致了教师与学生权利主体地位的弱化,学校教育的真正意义在于不断改善年轻一代的生存环境,提高他们生命和生活的质量,这既是学校日常生活的出发点与归宿,也应该是确定教育关系的基本准则。 相似文献
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The Special-Contracted Teacher Scheme, a supplement to the traditional mode of teacher supply, has been implemented for 17 years and the teaching quality of those teachers has gained a lot of attention. Using data of teachers and students from the sample counties in four central and western provincial-level administrative units, this paper studies how special-contracted teachers have affected students’ academic performance and non-cognitive ability according to the student development framework of the new human capital theory, and how those effects vary among different teacher groups. Results show that while special-contracted teachers have helped improve the academic performance of rural students, their role is limited in improving students’ non-cognitive ability. At the same time, female special-contracted teachers and those without a normal major play an obviously bigger role in raising students’ academic performance. The conclusion is that special-contracted teachers can to some extent help narrow the urban-rural gap in academic performance, but more research needs to be done to better understand their effects on students’ non-cognitive ability. 相似文献
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Paul C. Burnett 《教育心理学》2002,22(1):5-16
The relationships between teacher praise and feedback, and students' perceptions of the classroom environment were investigated in six rural elementary schools (n = 747). The Teacher Feedback Scale and My Classroom Scale were developed as part of this study and used to collect the data. Structural equation modelling was used to test a hypothesised model. The results indicated that negative teacher feedback and effort feedback were both related to students' relationships with their teachers, while ability feedback was associated with perceptions of the classroom environment. Praise was not related to classroom environment or teacher-student relationships. Significant age and gender differences were found. Additionally, differences were found between students who were satisfied with their classroom and those who were dissatisfied. Satisfied students received more general praise, general ability feedback, effort feedback and less negative teacher feedback when compared to dissatisfied students. 相似文献
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教师的工作是塑造灵魂、塑造生命、塑造人的工作,教师在学生成长成才中起着非常重要的作用。为了适应基础教育的改革发展,充分发挥示范引领作用,教育部启动了卓越中学教师培养工程。研究卓越中学数学教师的内涵和特征,并在此基础上提出培养策略,对推动教师教育综合改革,全面提升教师培养质量有着重要作用。 相似文献
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Self‐efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education 
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下载免费PDF全文 Susanne Schwab Frank Hellmich Gamze Görel 《Journal of Research in Special Educational Needs》2017,17(3):205-217
This study examined the psychometric properties of the German version of the Teacher Inclusive Education Self‐Efficacy Scale (TIESES). Five hundred and nineteen teacher education students from Austria and 765 teacher education students from Germany participated in the study. Results of a multiple‐group confirmatory factor analysis (for the two countries) confirmed a single factor structure of the scale with partial scalar measurement invariance. Regression analysis showed that self‐efficacy when implementing inclusive education was explained by the motivation to deal with inclusive education during their studies, previous experience with inclusive education in internships, study interest and the country in which the students went to university. 相似文献
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本调查以中央民族大学部分本科学生为研究对象,以《人力资源开发与管理》、《职业生涯规划》两门公选课为采样项目,测量学生对教师授课满意度的17个项目并对其进行了因子分析,得到知识传递、授课支持和课堂氛围共三个公因子。回归分析表明,学生对教师的整体评价受到三个公因子的共同影响,学生的学习效果受到授课支持和课堂氛围的共同影响,而学生学习的积极性不受三个公因子的影响。Abstract： An investigation was conducted by taking some students in Minzu University of China as subjects and two selective courses of ＂Human Recourse Development ＂ and ＂Management and Career Planning＂as sample projects.Afterwards,a factor analysis of students’satisfaction with teaching was made in 17 items,which revealed three common factors： knowledge transmission,instruction support and classroom atmosphere.A regression analysis showed that students’overall evaluation of a teacher is influenced by all the three factors,and that their learning effect is influenced by both instruction support and classroom atmosphere,whereas their enthusiasm is influenced by neither of the three. 相似文献
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Teacher knowledge, as an important cognitive basis of teaching, has attracted tremendous attention in educational research in the last few decades. This study examines whether teachers’ self-perceived knowledge about oral English teaching differs with regard to their professional profiles in the English as a Foreign Language (EFL) context in China. A sample of 527 teachers from 56 universities in 29 cities across the country responded to a self-report questionnaire. Thirty teachers were interviewed. Teachers’ self-perceived knowledge was assessed by two factors: pedagogical content knowledge about oral English teaching (PCK) and knowledge of students’ oral English characteristics (KOS). The reliability and validity of the instrument are tested and presented. Results showed that EFL teachers generally reported having insufficient PCK and KOS. ANOVA and t-tests revealed no significant knowledge difference among teachers with different teaching experiences, training and overseas exposure. However, teachers’ learning experiences, self-perceived speaking ability and familiarity with teaching methodologies were found to influence teacher knowledge in a significant way. The findings highlight the need for the development of teacher knowledge about oral English teaching in the EFL contexts. Suggestions for further research are provided. 相似文献
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公民社会的建设、学生的健康成长需要教师具备理性的批判精神和能力。具备批判精神和能力的教师就是一种区别于其他类型的“批判型教师”。批判型教师的批判具有社会批判和自我批判两个纬度,批判型教师的成长经历了自发状态、自觉形成以及自由实现三个阶段。 相似文献