【摘要】：本文采用文獻(xiàn)分析、行為事件訪談、問卷測(cè)量和OB訓(xùn)練的方法，對(duì)教育學(xué)專業(yè)大學(xué)生的勝任特征進(jìn)行構(gòu)建、驗(yàn)證和干預(yù)研究，探討了教育學(xué)專業(yè)大學(xué)生勝任特征模型的應(yīng)用，本研究得出以下結(jié)論： （1）對(duì)比分析行為事件訪談勝任特征描述詞頻次分析、優(yōu)秀組和普通組平均數(shù)差異檢驗(yàn)結(jié)果、開放式詞匯問卷頻次統(tǒng)計(jì)結(jié)果，構(gòu)建教育學(xué)專業(yè)大學(xué)生勝任特征模型，由6個(gè)維度構(gòu)成：成就動(dòng)機(jī)、能力特征、個(gè)人特質(zhì)、人際影響、專業(yè)素養(yǎng)、情緒調(diào)節(jié)； （2）在勝任特征模型基礎(chǔ)上編制《教育學(xué)專業(yè)大學(xué)生勝任特征自評(píng)問卷》，并證實(shí)了該問卷信效度檢驗(yàn)符合統(tǒng)計(jì)測(cè)量的要求；應(yīng)用自評(píng)問卷對(duì)教育學(xué)專業(yè)大學(xué)生勝任特征模型進(jìn)行驗(yàn)證，探索性因素分析和驗(yàn)證性因素分析結(jié)果表明，模型結(jié)構(gòu)良好，維度有效，概括了教育學(xué)專業(yè)大學(xué)生的勝任特征； （3）使用OB訓(xùn)練做為干預(yù)方法，設(shè)計(jì)有針對(duì)性的訓(xùn)練項(xiàng)目，對(duì)實(shí)驗(yàn)組共進(jìn)行9次訓(xùn)練。實(shí)驗(yàn)組和對(duì)照組前后測(cè)差異檢驗(yàn)結(jié)果表明：實(shí)驗(yàn)組的成就動(dòng)機(jī)、能力特征、人際影響、情緒調(diào)節(jié)4個(gè)維度和總體勝任特征水平得到提升，，表明OB訓(xùn)練對(duì)教育學(xué)專業(yè)大學(xué)生勝任特征的干預(yù)是有效的，驗(yàn)證可以開展基于此模型的培訓(xùn)應(yīng)用。
[Abstract]:This paper uses the methods of literature analysis, behavior event interview, questionnaire measurement and OB training to construct, verify and intervene the competency of pedagogical college students, and discusses the application of competency model of pedagogical college students. The conclusions of this study are as follows: (1) Comparative analysis of the frequency of competency predictors in behavioral event interviews, the test results of the average difference between the excellent group and the ordinary group, and the statistical results of the frequency of the open vocabulary questionnaire. The competency model of pedagogical college students is constructed, which is composed of six dimensions: achievement motivation, ability characteristics, personal characteristics, interpersonal influence, professional literacy, emotional regulation; (2) on the basis of competency model, a self-rating questionnaire for college students majoring in pedagogy was compiled, and it was proved that the reliability and validity of the questionnaire met the requirements of statistical measurement. The competency model of pedagogical college students is verified by self-assessment questionnaire. The results of exploratory factor analysis and confirmatory factor analysis show that the model has good structure and effective dimension, and summarizes the competency characteristics of pedagogical college students. (3) using OB training as the intervention method, the targeted training items were designed, and 9 times of training were carried out in the experimental group. The results of pre-and post-test differences between the experimental group and the control group showed that the achievement motivation, ability characteristics, interpersonal influence, emotional regulation and the overall competency level of the experimental group were improved. The results show that the intervention of OB training on the competency of pedagogical college students is effective, and it is verified that the training application based on this model can be carried out.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：B844.2

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