摘要
基于本课题组建构的模型自编测评问卷,本文通过分析2413份有效数据发现,超半数中小学教师对发展跨学科教学能力抱积极态度,但对该理念了解程度不高;教师跨学科教学胜任力整体水平一般;表现最差的一、二、三级指标分别为“跨学科教学设计能力”“整合跨学科学习内容的能力”“分析学科知识间的联系”;跨学科教学胜任力在不同性别、教龄、任教学科数目、有无跨专业求学经历的教师间存在显著差异,在不同任教学段教师间不存在显著差异。鉴于此,建议强化教师职前跨学科思维训练和多门学科知识储备;通过实例分析加强教师对跨学科教学理念的理解;开发跨学科教学实践培训课程,推动“教研训一体化”。
Based on the constructed model,this paper compiled an assessment questionnaire and analyzed 2,413 valid data.It is found that more than half of primary and secondary school teachers have a positive attitude towards developing interdisciplinary teaching ability,but their understanding of this concept is not adequate.The overall level of teachers'interdisciplinary teaching competence is"fair".The worst-performing first-level indicator is""interdisciplinary instructional design ability"the second-level indicator is""ability to integrate interdisciplinary learning content",and the thirdlevel indicator is"analyzing the connections between disciplinary knowledge".There are significant differences in interdisciplinary teaching competency among teachers with different gender,teaching age,number of teaching subjects,and teachers with or without inter-professional study experience.There is no significant difference between teachers with different teaching periods.Therefore,this study proposes to strengthen the interdisciplinary thinking training and multidisciplinary knowledge reserve of pre-service teachers;to strengthen teachers'understanding of interdisciplinary teaching concepts through case analysis;and to set up interdisciplinary teaching practice training courses to promote the"integration of teaching,research,and training".
作者
梁舒婷
李臣之
LIANG Shuting;LI Chenzhi(Research Center for Basic Education and Teacher Development,Shenzhen University,Shenzhen,518060,China;Faculty of Education,Shenzhen University,Shenzhen,518060,China)
出处
《全球教育展望》
北大核心
2023年第8期87-99,共13页
Global Education
基金
国家社会科学基金“十三五”规划2020年度教育学重大招标课题“中国特色社会主义教育制度优势及转化为治理效能的实现路径研究”(课题批准号:VGA200001)的部分研究成果。
关键词
中小学教师
跨学科教学
教学胜任力
现状测评
教师培训
primary and secondary school teachers
interdisciplinary teaching
teaching competency
status assessment
teacher training
