摘要
本文通过半开放式访谈、探索性因素分析,得到职业院校教师传统文化素养的结构,包括日常行为修养、内在品质、师生关系效能感与自我成长效能感四个维度。通过多元逐步回归分析发现:日常行为修养与内在品质可以显著正向预测教师对传统文化的认同感;师生关系效能感及自我成长效能感则能显著正向预测教师对传统人文知识的掌握程度。这一研究为评价职业院校教师传统文化素养提供了有效的测量工具。
Through semi-open interview and exploratory factor analysis,this paper obtains the structure of Traditional Cultural Literacy of Vocational College teachers,which includes four dimensions:daily behavior accomplishment,inner quality,teacher-student relationship efficacy and self-growth efficacy.Through multiple stepwise regression analysis,it is found that daily behavior cultivation and internal quality can significantly predict teachers’identification with traditional culture Teacher-student relationship self-efficacy and self-growth self-efficacy can significantly predict teachers’mastery of traditional humanistic knowledge.This study provides an effective measurement tool for evaluating the traditional cultural attainments of Vocational College teachers.
作者
邹智敏
宋婕
林俊杰
ZOU Zhi-min;SONG Jie;LIN Jun-jie(School of Education, Wenzhou University, Wenzhou 325006, China;School of Marxism, Guangzhou City Polytechnic, Guangzhou 510405, China;Department of Psychology, Sun Yat-sen University, Guangzhou 510275, China)
出处
《广州城市职业学院学报》
2021年第2期5-11,共7页
Journal Of Guangzhou City Polytechnic
基金
广州市教育科学规划课题“高职院校中华优秀传统文化教育创新研究”(编号:201811595)。
关键词
职业教育
教师传统文化素养
问卷
Vocational Education
teachers’Chinese traditional literacy
scale