本文選題：教學(xué)效能　切入點：教師效能　出處：《西北師范大學(xué)》2008年博士論文　論文類型：學(xué)位論文

【摘要】： 目前我國已基本實現(xiàn)了普及九年義務(wù)教育的重要目標,基礎(chǔ)教育改革的發(fā)展從注重數(shù)量的普及進入到鞏固與提高并重的新階段,注重效能成為當前教育發(fā)展及研究方面的重要課題。在新課程全面推進過程中,三級課程管理體制為學(xué)校的自我改進和發(fā)展創(chuàng)造了條件,學(xué)校如何通過有效管理為教師適應(yīng)多樣化的角色需求和持續(xù)性的專業(yè)發(fā)展提供保障和支持,校長如何轉(zhuǎn)變領(lǐng)導(dǎo)方式提高教師隊伍的專業(yè)性程度并構(gòu)建合作分享的學(xué)校文化,教師如何改變傳統(tǒng)教學(xué)方式提高學(xué)生學(xué)習(xí)的主動性,促進學(xué)生全面發(fā)展等都是教學(xué)效能研究中不可忽略的問題。就課堂教學(xué)活動而言,學(xué)校組織情境是教學(xué)活動得以展開的背景,兩者存在不可分割的關(guān)系。 有鑒于此,本研究嘗試整合以往學(xué)校效能研究和教師效能研究兩條線索,以組織系統(tǒng)論和行為科學(xué)理論為基礎(chǔ),通過借鑒國內(nèi)外相關(guān)研究文獻,構(gòu)建融合“管理”和“教學(xué)”過程在內(nèi)的教學(xué)效能綜合框架。在理論研究部分,主要分析教學(xué)效能的涵義、結(jié)構(gòu)與層次以及主要的構(gòu)成要素,并發(fā)展了教學(xué)效能的組織系統(tǒng)研究模式,為后期的教學(xué)效能實證研究奠定基礎(chǔ)。實證部分的研究主題集中在“教師特征與班級教學(xué)效果之間的關(guān)系”以及“學(xué)校組織系統(tǒng)中多層面多因素的關(guān)系”兩個方面:第一,在班級層面主要分析教師個人特征,如職業(yè)能力特征、情境知覺特征、行為表現(xiàn)特征間的關(guān)系以及它們與班級教學(xué)效果(班級氣氛、學(xué)生學(xué)習(xí)需要與心理需要)間的關(guān)系。第二,在學(xué)校組織系統(tǒng)研究中,依次分析校長“轉(zhuǎn)型領(lǐng)導(dǎo)”、組織文化與組織氣氛、組織效能、組織管理與教學(xué)管理和學(xué)校多層面特征間的關(guān)系。 研究采用隨機抽樣的方法選取蘭州市18所小學(xué)作為研究對象,通過教師(班主任)教學(xué)工作情況問卷調(diào)查表和學(xué)生學(xué)習(xí)生活情況問卷調(diào)查表收集班級教學(xué)活動方面的信息,并結(jié)合學(xué)校組織發(fā)展情況問卷調(diào)查表和學(xué)校教學(xué)工作情況問卷調(diào)查表獲得整個學(xué)校組織系統(tǒng)內(nèi)各方面的信息。通過數(shù)據(jù)分析結(jié)果在每個主題內(nèi)得到多項結(jié)論。“教師特征與班級教學(xué)效果之間的關(guān)系”分析結(jié)果表明: 1.情境知覺與教師的職業(yè)能力及個人表現(xiàn)之間存在顯著正相關(guān)。情境知覺與職業(yè)能力及個人表現(xiàn)存在顯著的典型相關(guān),說明教師情境知覺的積極變化會帶來教師職業(yè)能力和教師表現(xiàn)的積極變化。 2.教師個人的職業(yè)能力與整體行為表現(xiàn)之間有顯著正相關(guān)存在;職業(yè)能力與教師表現(xiàn)存在顯著的典型相關(guān)。 3.情境知覺和教師職業(yè)能力對教師表現(xiàn)有一定的預(yù)測性。在情境知覺和職業(yè)能力的各構(gòu)成要素中,“內(nèi)部激勵”、“課堂管理能力”和“班級情境知覺”對教師表現(xiàn)具有顯著的預(yù)測作用。 4.路徑分析證明預(yù)期的研究模型是成立的,教師表現(xiàn)主要受到個人情境知覺以及個人職業(yè)能力水平的直接影響。此外,情境知覺還能通過教師的職業(yè)能力間接作用于教師表現(xiàn)。 5.不同的教師職業(yè)能力水平未在班級氣氛、學(xué)習(xí)需要和心理需要上表現(xiàn)出顯著差異,而教師職業(yè)能力與這些方面沒有顯著的相關(guān)關(guān)系存在。 6.教師行為表現(xiàn)不同,則其所執(zhí)教班級內(nèi)的學(xué)生對班級氣氛、學(xué)習(xí)需要和心理需要三方面的感受存在顯著差異。教師表現(xiàn)與班級氣氛有顯著的正相關(guān)關(guān)系存在。 7.班級氣氛與學(xué)生學(xué)習(xí)需要及心理需要存在顯著的正相關(guān)。團結(jié)層面對學(xué)生學(xué)習(xí)需要、心理需要及整體需要的預(yù)測力最佳。 此外,“學(xué)校組織系統(tǒng)中多層面多因素的關(guān)系”的分析結(jié)果表明: 1.校長在“轉(zhuǎn)型領(lǐng)導(dǎo)”四個維度上的表現(xiàn)與學(xué)校多層面的各種特征的相關(guān)程度都較高。相對而言,校長領(lǐng)導(dǎo)與“教學(xué)管理”的相關(guān)程度相對要低于其它組織層面的特征,而校長領(lǐng)導(dǎo)與班級氣氛之間亦有顯著相關(guān)。 2.學(xué)校組織文化與學(xué)校組織內(nèi)部多層面及多種要素間關(guān)系密切。校長和教師之間的互動與教師間的互動(組織氣氛所包含的兩組特征)存在不同程度的顯著相關(guān)。 3.組織效能與學(xué)校的教學(xué)管理及教師的工作滿意度密切相關(guān);組織效能與學(xué)校文化、校長的轉(zhuǎn)型領(lǐng)導(dǎo)和行政管理、學(xué)校內(nèi)的社會互動以及教師個人的“內(nèi)部激勵”感受存在不同程度的顯著正相關(guān);組織效能與班級層面的各種特征(教師表現(xiàn)、班級氣氛、學(xué)生的學(xué)習(xí)需要和心理需要)之間沒有顯著相關(guān)。 4.學(xué)校行政管理工作與教師群體間的社會互動、教師個人的工作態(tài)度、班級行為表現(xiàn)、班級氣氛、學(xué)生的需要幾乎都有不同程度的顯著相關(guān)存在,并且與教師感受和表現(xiàn)等的關(guān)系更為緊密。 5.學(xué)校教學(xué)管理的四個構(gòu)成要素只是與教師團體的工作士氣和親密程度以及教師個人的滿意度普遍存在顯著相關(guān)。 除了上面所列出的部分研究結(jié)果,論文在匯總所有研究結(jié)論的基礎(chǔ)上,發(fā)現(xiàn)校長的“轉(zhuǎn)型領(lǐng)導(dǎo)”、對教師“體諒”、“組織文化”、“行政管理”、“工作士氣”、“班級氣氛”、學(xué)生的“學(xué)習(xí)需要”和“心理需要”是一組存在密切關(guān)系的變量,而另一組關(guān)系密切的變量則是校長“強調(diào)工作成果”、“教學(xué)管理”、“組織效能”和教師的“工作滿足感”。從這兩組變量可以辨別出兩類“優(yōu)質(zhì)”學(xué)校,一種是以人性取向治校的學(xué)校,而另一種則是以任務(wù)取向治校的學(xué)校,兩種學(xué)校有明顯差異。最后,根據(jù)目前學(xué)校管理對班級教學(xué)影響不大、校長對教師體諒不足,教師工作投入度較低、忽視學(xué)生需要、班級氣氛有待加強等問題提出了相應(yīng)的改進建議。
[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).
3.緇勭粐鏁堣兘涓庡鏍＄殑鏁欏綆＄悊鍙婃暀甯堢殑宸ヤ綔婊℃剰搴﹀瘑鍒囩浉鍏，

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