摘要
基于教师动机研究文献,通过对333名大学英语教师的问卷调查,改编和检验了中文版"教学目标取向量表"的信效度,并分析了不同类型教师所持的教学目标取向的特征。结果显示,中文版"教学目标取向量表"具有良好的信度以及结构效度,其包含的五个维度能够较好地解释大学英语教师的教学目标取向;大学英语教师的教学目标取向在"关系"、"掌握"和"能力趋近"目标取向上呈现较高水平,而"工作回避"目标取向水平较低;性别、教龄、职称对教学目标取向具有一定影响,不同类别院校的大学英语教师所持的教学目标取向之间没有显著差异。
Based on the existing literature in teacher motivation research, a questionnaire survey was conducted, with a sample of 333 college English teachers in China's Mainland, to develop and test the Chinese measurement of the ＂Goal Orientations for Teaching＂. Results of a set of data analyses using SPSS16. 0 and AMOS18. 0 indicate, the Chinese measurement of ＂Goal orientations for Teaching＂ has good psychometric qualities with its five subscales~ college English teachers reported higher level of relational, mastery and ability-approach goals but lower level of work-avoidance goals for teaching~ significant difference exists among teachers across different demographic groups in gender, year-of- teaching and professional title, and no significant difference exists among teachers from different types of institutes.
出处
《当代教育与文化》
CSSCI
北大核心
2015年第6期43-50,共8页
Contemporary Education and Culture
关键词
大学英语教师
教师动机
教学目标取向
college English teacher
teacher motivation
goal orientations for teaching
