職前教師共情準確性的促進：培訓視頻的開發(fā)與應用
發(fā)布時間：2018-08-31 14:29
【摘要】：共情準確性是指一方對另一方的想法和感受的準確推斷的程度。通過對學生的共情性反應,教師與學生之間可以建立一種積極的關系,這種關系不僅可以影響學生在校學習,還可以影響學生的一生。共情準確性的高低決定了職前教師能否成為一名優(yōu)秀教師。先前研究表明基于課程開發(fā)的傳統(tǒng)共情準確性培訓模式耗時耗力且效果不一,國內(nèi)有關共情準確性的研究表明標準視頻范式能夠有效培訓在職教師共情準確性。因此該文圍繞標準視頻范式對職前教師共情準確性的影響展開了兩項研究,旨在分析培訓視頻的開發(fā)以及帶反饋的培訓視頻促進職前教師共情準確性的具體作用和影響過程。研究包括兩部分內(nèi)容： 研究一通過對金華市某高中高一、高二共296名學生的生活壓力感和主觀幸福感調(diào)查,確定高中生的代表性話題和學生。以確定的話題和學生作為擬拍攝視頻的主題和目標。使用隱蔽拍攝的方式采集師生談話的視頻。在收集了目標學生的回憶報告條目后初步檢查視頻的質(zhì)量,使用專業(yè)軟件對視頻進行加工、編輯。請90名職前教師觀看視頻并推斷目標學生在特定時間的想法和感受的內(nèi)容,請4名編碼者對推斷的內(nèi)容與報告的內(nèi)容進行一致性評估。分析培訓視頻的信度與效度。研究二將62名職前教師分為實驗組與控制組,使用帶反饋的培訓視頻對實驗組進行共情準確性培訓,使用無反饋的培訓視頻對控制組進行共情準確性培訓。以第一個視頻的共情準確性得分為前測驗分數(shù),以第四個視頻的共情準確性得分為后測驗分數(shù),以不同培訓條件為自變量,檢驗培訓視頻對共情準確性的影響。培訓前后,與職前教師進行訪談,記錄訪談過程,對培訓視頻中反饋的作用具體作用、影響過程進行敘說分析。研究結果如下： 1.高中生壓力感較大、滿意度較低的因素有人際、學習、學校和學業(yè),因此可以將這四個因素確定為培訓視頻的主題。 2.經(jīng)過隱蔽方式拍攝,制作培訓視頻。經(jīng)過信效度檢驗,培訓視頻具有較好的編碼者一致性、內(nèi)部一致性,具有較高的實證效度和表明效度。 3.經(jīng)過視頻培訓實驗組被試的共情準確性顯著高于控制組被試的共情準確性。即,培訓視頻中的反饋能夠有效地促進職前教師的共情準確性。 4.敘說分析表明,所有受訓職前教師經(jīng)過視頻培訓后共情傾向都有了一些提高。實驗組職前教師在反饋的作用下糾正錯誤、發(fā)現(xiàn)規(guī)律、探索自我、反思實踐,而控制組職前教師的收獲相對較少。
[Abstract]:Empathy accuracy is the degree to which one side inferences exactly what the other party thinks and feels. A positive relationship can be established between teachers and students through the empathy of students, which can not only affect students' study in school, but also affect students' life. The accuracy of empathy determines whether the pre-service teacher can become an excellent teacher. Previous studies have shown that the traditional empathic accuracy training model based on curriculum development is time-consuming and effective. Domestic researches on empathy accuracy show that the standard video paradigm can effectively train in-service teachers' empathy accuracy. Therefore, this paper focuses on the impact of standard video paradigm on the accuracy of pre-service teachers' empathy. The purpose of this study is to analyze the development of training video and the specific role and influence process of training video with feedback to promote the accuracy of pre-service teachers' empathy. The study consists of two parts: the first part is to determine the representative topic and students of senior high school by investigating 296 students' life stress and subjective well-being in a senior high school in Jinhua city. Identify topics and students as the subject and goal of the video. A video of a conversation between teachers and students is captured in a covert way. After collecting the items of the target students' recall report, the quality of the video is preliminarily checked, and the video is processed and edited by professional software. 90 pre-service teachers were asked to watch the video and infer what the target students thought and felt at a given time. Four coders were asked to evaluate the consistency between the inferred content and the content of the report. Analyze the reliability and validity of training video. In the second study 62 pre-service teachers were divided into experimental group and control group. The experimental group was trained with feedback training video and the control group was trained with no feedback training video. The empathy accuracy score of the first video was used as the pre-test score, the empathy accuracy score of the fourth video as the post-test score, and the different training conditions as independent variables to test the influence of the training video on the empathy accuracy. Before and after training, interview with pre-service teachers, record the interview process, the specific role of feedback in the training video, the impact of the process of narrative analysis. The results are as follows: 1. High school students have a greater sense of stress and lower satisfaction with interpersonal, learning, school and academic factors, so the four factors can be identified as the subject of the training video. 2. After a hidden way to shoot, the production of training video. After reliability and validity test, the training video has good coders consistency, internal consistency, high empirical validity and demonstration validity. After video training, the accuracy of empathy in experimental group was significantly higher than that in control group. That is, feedback in the training video can effectively promote the empathy accuracy of pre-service teachers. 4. 4. Narrative analysis shows that all pre-trained teachers have improved their empathy after video training. Pre-service teachers in the experimental group correct errors, discover rules, explore themselves and reflect on practice under the action of feedback, while teachers in control group gain relatively little.
【學位授予單位】：浙江師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G443
[Abstract]:Empathy accuracy is the degree to which one side inferences exactly what the other party thinks and feels. A positive relationship can be established between teachers and students through the empathy of students, which can not only affect students' study in school, but also affect students' life. The accuracy of empathy determines whether the pre-service teacher can become an excellent teacher. Previous studies have shown that the traditional empathic accuracy training model based on curriculum development is time-consuming and effective. Domestic researches on empathy accuracy show that the standard video paradigm can effectively train in-service teachers' empathy accuracy. Therefore, this paper focuses on the impact of standard video paradigm on the accuracy of pre-service teachers' empathy. The purpose of this study is to analyze the development of training video and the specific role and influence process of training video with feedback to promote the accuracy of pre-service teachers' empathy. The study consists of two parts: the first part is to determine the representative topic and students of senior high school by investigating 296 students' life stress and subjective well-being in a senior high school in Jinhua city. Identify topics and students as the subject and goal of the video. A video of a conversation between teachers and students is captured in a covert way. After collecting the items of the target students' recall report, the quality of the video is preliminarily checked, and the video is processed and edited by professional software. 90 pre-service teachers were asked to watch the video and infer what the target students thought and felt at a given time. Four coders were asked to evaluate the consistency between the inferred content and the content of the report. Analyze the reliability and validity of training video. In the second study 62 pre-service teachers were divided into experimental group and control group. The experimental group was trained with feedback training video and the control group was trained with no feedback training video. The empathy accuracy score of the first video was used as the pre-test score, the empathy accuracy score of the fourth video as the post-test score, and the different training conditions as independent variables to test the influence of the training video on the empathy accuracy. Before and after training, interview with pre-service teachers, record the interview process, the specific role of feedback in the training video, the impact of the process of narrative analysis. The results are as follows: 1. High school students have a greater sense of stress and lower satisfaction with interpersonal, learning, school and academic factors, so the four factors can be identified as the subject of the training video. 2. After a hidden way to shoot, the production of training video. After reliability and validity test, the training video has good coders consistency, internal consistency, high empirical validity and demonstration validity. After video training, the accuracy of empathy in experimental group was significantly higher than that in control group. That is, feedback in the training video can effectively promote the empathy accuracy of pre-service teachers. 4. 4. Narrative analysis shows that all pre-trained teachers have improved their empathy after video training. Pre-service teachers in the experimental group correct errors, discover rules, explore themselves and reflect on practice under the action of feedback, while teachers in control group gain relatively little.
【學位授予單位】：浙江師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G443
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