本文選題：任課教師　切入點：勝任力　出處：《南京農(nóng)業(yè)大學(xué)》2012年碩士論文

【摘要】：高職教育在我國高等教育中占據(jù)重要地位,搞好�？圃盒５慕逃ぷ鲗ξ覈叩冉逃陌l(fā)展具有積極的意義。因此高職類(含傳統(tǒng)意義上的大專院校)院校任課教師教學(xué)責(zé)任重大,其能否勝任相應(yīng)的教學(xué)要求對我國專科教育、乃至整個高等教育意義重大。對高職類院校管理者而言必須能夠有效衡量高職院校任課教師的能力,即弄清什么樣的教師才是優(yōu)秀的教師。這是科學(xué)合理管理�？圃盒熧Y資源的前提條件,為此,本文試圖構(gòu)建一套合理有效的針對高職院校任課教師的教學(xué)勝任力評價體系。 本文在學(xué)習(xí)借鑒已有研究成果的基礎(chǔ)上,根據(jù)冰山理論,結(jié)合詢9位專家的意見以及本人對高職院校任課教師的理解,從顯在和潛在兩個方面構(gòu)建了高職院校任課教師勝任力指標(biāo)體系,共包括顯在和潛在勝任力2個一級指標(biāo)。其中前者包括知識、能力和基本信息等3個二級指標(biāo),13個三級指標(biāo)；后者包括動機(jī)、態(tài)度/價值觀和自我形象等3個二級指標(biāo),10個三級指標(biāo),量表中共包含35個問題。 采用層次分析法,結(jié)合專家打分法,分別計算了各指標(biāo)的組內(nèi)權(quán)重和對總目標(biāo)的權(quán)重。打分和運(yùn)算結(jié)果顯示,顯在勝任力和潛在勝任力對總目標(biāo)的權(quán)重相等,均為0.500；顯在勝任力中,基本信息、能力和知識三個變量對顯在勝任力貢獻(xiàn)的權(quán)重向量為(0.1309,0.4346,0.4346)；潛在勝任力中,態(tài)度/價值觀、自我形象、動機(jī)對潛在勝任力貢獻(xiàn)的權(quán)重向量為(0.3586,0.1410,0.5004)。各3級指標(biāo)對總目標(biāo)的貢獻(xiàn)排名前5位的分別是職業(yè)規(guī)劃(0.1616)、工作目的(0.0886)、教學(xué)理念(0.0831)、職業(yè)道德和奉獻(xiàn)精神(0.0727)和語言表達(dá)能力(0.0682),排名前5位的指標(biāo)對總目標(biāo)的權(quán)重占47.42%。 以江蘇經(jīng)貿(mào)學(xué)院部分?jǐn)?shù)據(jù)為例,以本文所建立的高職院校任課教師勝任力評價模型為基礎(chǔ),分別測算了樣本數(shù)據(jù)的綜合勝任力、顯在和潛在勝任力和6項2級指標(biāo)勝任力的得分情況,并對評價模型進(jìn)行了進(jìn)一步的小幅修正。根據(jù)勝任力測算結(jié)果,結(jié)合樣本的績效衡量結(jié)果,運(yùn)用雙變量相關(guān)分析的方法,證實了本文所構(gòu)建的勝任力評價模型的評價結(jié)果與樣本的工作績效之間確實存在正的相關(guān)關(guān)系,故證實了本模型的合理性。 最后,在模型合理性得到驗證,勝任力評價結(jié)果可靠性得到認(rèn)可的情況下,根據(jù)之前對樣本勝任力水平測量的結(jié)果,采用三等分法,將樣本在各項勝任力上分為了高中低三類。并結(jié)合使用模糊綜合評價法,對其樣本院校任課教師勝任力總體情況進(jìn)行了評價。評價結(jié)果顯示該院校任課教師顯在勝任力處于較低水平,潛在勝任力處于中等水平,樣本院校任課教師綜合勝任力水平不高。在此基礎(chǔ)上提出了提高高職院校任課教師勝任力水平的對策和建議。
[Abstract]:Higher vocational education plays an important role in our country's higher education, has the positive significance to the college education of higher education development in China. Therefore, higher vocational colleges (including traditional college) college teachers teaching responsibility, the ability to perform the corresponding teaching requirements of college education in China, and the higher education is of great significance. The ability of higher vocational college administrators must be able to effectively measure the teachers in higher vocational colleges, that is to clarify what kind of teacher is a good teacher. This is a prerequisite, scientific and reasonable management of vocational schools teaching resources for this purpose, this paper tries to construct a reasonable and effective teaching in higher vocational colleges the teachers' teaching competency assessment system.
Based on learning from the existing research results, based on the iceberg theory, combined with the views of 9 experts consultation and my understanding of teachers in higher vocational colleges, the obvious and potential two aspects to construct the competence index system of higher vocational college teachers, including apparent and potential competency index of 2 one class. The former includes knowledge, ability and the basic information of the 3 level two indexes, 13 level three indexes; the latter includes motivation, attitude / values and self image of 3 level two indexes, 10 level three indexes, the scale contains 35 questions.
By using AHP method, combined with expert scoring method, the index weight and the overall goal of the group weights were calculated. And the scoring results showed significantly in competency and potential competency weights is equal to the total target, was 0.500; in the competency, basic information, knowledge and skills three a variable of the weight vector in the competency for contribution (0.1309,0.4346,0.4346); potential competency, attitude / values, self-image, motivation of weight vector potential competency for contribution (0.3586,0.1410,0.5004). The 3 indicators of the overall goal of the contribution of the top 5 are the occupation planning (0.1616) the purpose of work, (0.0886), (0.0831), the concept of teaching occupation moral and dedication (0.0727) and language skills (0.0682), the weight of the top 5 index to the total target accounted for 47.42%.
The Jiangsu Institute of economic data as an example, to the establishment of Vocational College Teachers' competency evaluation model based on measured comprehensive competency of sample data, apparent and potential competency and 6 scores of 2 indicators of competency, and the evaluation model were slightly modified further. According to the competency measurement results, combined with the sample performance measurement results, using the method of correlation analysis, confirmed the existence of relationship is between the competency evaluation model of this paper, the evaluation results and sample performance, so that the rationality of the model.
Finally, the rationality of the model is verified, the competency evaluation results of reliability of approval, according to the sample before the competency level of the measurement results, the three division method, the sample in the competency in low high school three classes. Combined with the use of fuzzy comprehensive evaluation method, the sample of College Teachers competencyhas were evaluated. The evaluation result showed that the college teachers' competency in at a relatively low level, potential competency in the middle level, teachers colleges comprehensive sample competency level is not high. On this basis, put forward to improve the Vocational College Teachers' competency level of countermeasures and suggestions.

【學(xué)位授予單位】：南京農(nóng)業(yè)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G715.1

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