本文選題：衛(wèi)生高職院 + 教師　； 參考：《東南大學(xué)》2017年碩士論文

【摘要】：目的:通過對新形勢下衛(wèi)生高職院教師勝任要素的收集和提煉及針對衛(wèi)生高職院校開展的勝任力調(diào)查和分析,構(gòu)建能夠適用于衛(wèi)生高職院的教師勝任力模型,為高等衛(wèi)生職業(yè)院校的教師評價(jià)、教師發(fā)展提供依據(jù)。方法:在研究中,通過文獻(xiàn)檢索并結(jié)合教育部教學(xué)名師評選(高職高專部分)、江蘇省教學(xué)名師評選(高職高專院校)等文件進(jìn)行收集、提煉,共形成了 80項(xiàng)通用指標(biāo)要素;通過行為事件訪談,對初步收集形成的要素中部分名稱不同但內(nèi)涵相同的要素進(jìn)行了修正、歸類和合并,結(jié)合訪談對部分要素進(jìn)行了補(bǔ)充,共獲得51項(xiàng)勝任特征指標(biāo)要素;根據(jù)研究的需要,通過德爾菲法對指標(biāo)要素進(jìn)行了篩選,最終形成37項(xiàng)指標(biāo)要素。結(jié)合利克特五點(diǎn)量表,初步設(shè)計(jì)成《衛(wèi)生高職教師勝任力調(diào)查》問卷,經(jīng)過預(yù)調(diào)查,認(rèn)為調(diào)查可以正常進(jìn)行。調(diào)查分別面向YC衛(wèi)生職業(yè)技術(shù)學(xué)院及SZ職業(yè)技術(shù)學(xué)院發(fā)放教師問卷45份,面向YC衛(wèi)生職業(yè)技術(shù)學(xué)院護(hù)理學(xué)院、藥學(xué)院、臨床醫(yī)學(xué)院、醫(yī)學(xué)影像學(xué)院、醫(yī)學(xué)技術(shù)學(xué)院發(fā)放學(xué)生問卷350份,運(yùn)用SPSS18.0軟件對338份有效調(diào)查問卷的結(jié)果進(jìn)行了統(tǒng)計(jì)和分析,并對研究結(jié)果的可靠度和可信度進(jìn)行了檢驗(yàn)。結(jié)果:1.本研究中德爾菲法的專家權(quán)威程度系數(shù)為0.8995,權(quán)威程度較高,按照滿分頻率≥0.2、算術(shù)平均數(shù)≥8、變異系數(shù)≤0.25的標(biāo)準(zhǔn),共保留37項(xiàng)勝任指標(biāo)要素;專家協(xié)調(diào)系數(shù)w=0.44,協(xié)調(diào)系數(shù)顯著性檢驗(yàn)p0.05,專家評議協(xié)調(diào)性好,結(jié)果可取,專家咨詢可以停止,勝任指標(biāo)要素可以確立。2.問卷調(diào)查結(jié)果顯示,本研究中KMO指標(biāo)為0.956,接近1;Bartlett球形檢驗(yàn)p0.001,在0.05顯著性水平下,說明兩項(xiàng)指標(biāo)適合做因子分析,且公因子方差顯示因子分析結(jié)果有效;3.碎石圖顯示,大因子陡峭,剩余因子平緩,選擇的前5個因子較為合適,和解釋總方差結(jié)果一致;4.在矩陣進(jìn)行旋轉(zhuǎn)后對因子及其變量進(jìn)行重新歸類,并賦予了權(quán)重,獲得了衛(wèi)生高職院教師勝任力模型;5.實(shí)證測量的初、中、高級三個級別職稱教師最終得分及評價(jià)與事實(shí)相符。結(jié)論:1.確定構(gòu)成衛(wèi)生高職院教師勝任力模型的5項(xiàng)勝任特征分別是:教學(xué)能力指標(biāo)、個人素質(zhì)指標(biāo)、服務(wù)能力指標(biāo)、科研能力指標(biāo)、認(rèn)知能力指標(biāo)。2.通過構(gòu)建過程和應(yīng)用檢驗(yàn),可以認(rèn)為該模型信度良好、合理,具有可操作性。3.該模型符合現(xiàn)代人力資源管理相關(guān)理論和要求,可以在衛(wèi)生高職院教師中應(yīng)用。
[Abstract]:Objective: through collecting and refining the teachers' competence elements in the new situation and analyzing the competence of the health vocational colleges, a teacher competency model which can be applied to the health higher vocational colleges was constructed.It provides the basis for teacher evaluation and teacher development in higher health vocational colleges.Methods: in the study, 80 general index elements were formed by literature retrieval and combining with the documents of the Ministry of Education (part of higher vocational colleges and Jiangsu province), Jiangsu province of famous teachers of teaching (higher vocational colleges) and other documents.Through the behavior event interview, the author revised, classified and merged some of the elements whose names are different but the connotation is the same, combined with the interview to supplement some elements, a total of 51 competency index elements were obtained.According to the need of the research, the index elements were screened by Delphi method, and 37 index elements were formed.Combined with the Leakert five-point scale, the questionnaire was preliminarily designed to investigate the competence of teachers in higher health vocational education. After preliminary investigation, it was considered that the investigation could be carried out normally.A total of 45 teachers' questionnaires were sent to YC Vocational and Technical College of Health and SZ Vocational and Technical College, and 45 questionnaires were sent to YC College of Health Vocational and Technical College, School of Medicine, Clinical Medical College, Medical Imaging College, School of Nursing, Medical College of Pharmacy, Medical Imaging College.The results of 338 effective questionnaires were analyzed by SPSS18.0 software, and the reliability and reliability of the results were tested.The result is 1: 1.In this study, the expert authority coefficient of Delphi method is 0.8995, and the authority degree is higher. According to the criteria of full score frequency 鈮，

本文編號：1731993