摘要
以自我决定理论下的学习动机分类作为理论基础,对重庆市中职教师的培训动机及其相关因素进行了问卷调查。问卷由教师培训动机量表、教学效能量表和职业规划量表三部分组成,共获得282份有效问卷。研究结果显示,重庆市中职教师的培训动机在认同调节动机维度得分最高。教师所教科目能显著影响教师的培训内部动机水平,表现为专业课教师比公共课教师有更强的内部动机。通过相关分析和多元回归分析,发现教学效能、职业规划及所教科目都能显著预测教师参与培训的内部动机。由研究获得三点启示:培训主体以教师为中心,培训方式以实践为基础,培训内容以发展为导向。
This study took the learning motivation categories based on the self-determination theory as the theoretical basis,and conducted a questionnaire survey on the training motivation of secondary vocational teachers and its correlative factors.The questionnaire was mainly consisted of training motivation scale,teaching efficacy scale and professional plan scale.282 questionnaires was collected.The result showed that the introjected regulation motivation achieved the highest score.The subjects teachers teach can significantly affect teachers’inner motivation,which suggested that teachers who teach specialized courses have higher inner motivation than teachers who teach general courses.Through the correlation analysis and multiple regression analysis,it is found that teaching efficacy,professional plan and taught subjects can all significantly predicate teachers’inner motivation towards training.The study provided three implications for teacher development program:Teacher centered training subject,practice based training method and development oriented training content.
作者
金星霖
王纬虹
Jin Xinglin;Wang Weihong(Tongji University,Shanghai 201804;ICLON Graduate School of Teaching of Leiden University,Leiden 2333 BN;Chongqing Research Institute of Education Science)
出处
《职业技术教育》
北大核心
2019年第21期44-48,共5页
Vocational and Technical Education
关键词
中职教师
培训动机
教学效能
职业规划
secondary vocational school teachers
training motivation
teaching efficacy
career planning
