摘要
聚焦应用型大学教师的教学行为特征及其群体差异,通过SPSS探索性因子和Amos验证性因素分析,构建应用型大学教师教学行为的结构模型,将教师教学行为分成常规提升取向、应用创新取向、实践指导取向和退缩回避取向4个维度。基于该模型,采用单因素方差分析方法,研究了不同教师群体教学行为的多元分化现象,提出应用型大学应充分考虑不同教师群体的差异和需求,提供有针对性的教学行为改善支持。
This paper focuses on the characteristics of the teaching behavior and group differences of teachers in application-oriented universities.Through SPSS exploratory factor analysis and Amos confirmatory factor analysis,a structural model of teaching behavior of teachers in application-oriented universities is constructed.It is divided into four dimensions:the general promotion orientation,the applied innovation orientation,the practical guidance orientation and the retreat and avoidance orientation.Based on this model,the multivariate differentiation of teaching behavior orientation among different groups of teachers is studied by means of one-way ANOVA.It is proposed that application-oriented universities meet the diversified needs of different groups of teachers,and provide effective support for teachers to improve their teaching behaviors.
作者
周华丽
Zhou Huali(Undergraduate Teaching Evaluation Office,Beijing Union University,Beijing 100101,China)
出处
《北京联合大学学报》
CAS
2019年第1期1-6,共6页
Journal of Beijing Union University
基金
国家自然科学基金面上项目(71774007)
全国教育科学规划教育部重点课题(12JYB013)
北京联合大学教育科研项目(Sk110201617)
关键词
应用型大学
教师
教学行为
多元分化
转型发展
Application-oriented university
Teacher
Teaching behavior
Multivariate differentiation
Transformative development
