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本研究拟利用混合研究方法揭示教师跨学科教学能力的构成要素及其相互关系。首先采用质性方法，对27位跨学科教学经验丰富的教师进行深度访谈，并对访谈记录进行编码分析。结果显示，当前素养培养背景下教师跨学科教学能力呈现为跨学科教学价值认同、知识理解、设计能力、实施能力以及发展意识相互支撑的结构。以此为基础编制教师跨学科教学能力量表，综合采用探索性因子分析与验证性因子分析，对访谈所得结构模型进行效度检验与调整，最终获得5维度17要素的教师跨学科教学能力结构模型。实证研究结果表明，本研究提出的结构模型能够代表教师跨学科教学能力的要素构成及其相互关系。该模型的揭示对于发展教师跨学科教学能力测评、促进教师跨学科教学能力系统化培训等均具有参考意义。
Abstract：This study used a mixed research method to reveal the constituent elements and interrelationships of interdisciplinary teaching ability. Using qualitative research method, 27 in-depth interview records of teachers with rich interdisciplinary teaching experience were coded and analyzed, and it was found that interdisciplinary teaching ability was composed of interdisciplinary teaching belief, understanding, design ability, implementation ability and development awareness. Then, the researcher compiled a scale of interdisciplinary teaching ability, used EFA and CFA to test the validity of the structural model, and finally found the structural model for teachers' interdisciplinary teaching ability with 5 dimensions and 17 elements. The empirical results showed that the structural model proposed in this study could represent the elements and their interrelationships of teachers' interdisciplinary teaching ability. The revealing of this structural model will promote the assessment and the systematic training of teachers' interdisciplinary teaching ability.
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基本信息:
中图分类号:G632.4
引用信息:
[1]杜文彬.教师跨学科教学能力的关键要素与结构模型建构研究——基于混合研究方法[J].全球教育展望,2023,52(08):70-86.
基金信息:
江苏省十四五教育科学研究规划课题“‘双减’背景下中小学课后服务质量监测机制研究”(项目编号：C-c2021/01/30)的研究成果之一
2023-08-10
2023-08-10