自主支持:教师教学方式的转变

马思腾; 赵茜; 焦欣然

doi:10.16382/j.cnki.1000-5560.2018.01.002

自主支持:教师教学方式的转变

doi: 10.16382/j.cnki.1000-5560.2018.01.002

1.
北京师范大学教育学部, 北京 100875
2.
北京师范大学中国基础教育质量监测协同创新中心, 北京 100875

基金项目:

国家社会科学发展基金"十二五"规划教育学重点课题"以科学发展为主题转变教育发展方式研究" AFA110001

全国教育科学"十二五"规划教育部青年课题"自主支持策略对学习投入的效用机制研究：基于追踪数据分析" EBA130370

计量
- 文章访问数: 288
- HTML全文浏览量: 317
- PDF下载量: 424
- 被引次数: 0
出版历程
- 刊出日期: 2018-01-20

Autonomy-Support: Transformation of Teaching Styles

1.
Faculty of Education, Beijing Normal University, Beijing 100875, China
2.
Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing 100875, China

摘要

摘要: 教师教学方式的转变是深化课程改革的根本。自主支持型教学方式从学生的角度出发设计教学，使用非控制的方法，减少对学生的施压，为学生内在动机的生成提供环境，促进学生创新能力和自主能力的提升，是教学方式转变的方向。本研究通过对东、中、西部6921位教师的实证调查发现，教师教学方式转变初见端倪，但教师群体发展仍不平衡。教师的教学效能感、教学自主权、专业发展机会以及参与决策程度均能够显著影响教师的自主支持型教学。通过培训教师简单可行的自主支持教学策略，提升教学效能感，进而促进教师采用自主支持型教学方式，是教师教学方式转变的抓手。而厘清学生培养目标，通过民主管理塑造师生自主发展氛围，是教育行政部门和学校推动教学方式转变的突破口。
- 自主支持 /
- 教学方式 /
- 自我决定理论 /
- 教学效能感 /
- 教学自主权
Abstract: According to self-determination theory, teachers' autonomy support refers to teachers' specific teaching styles, which help to reduce the control and pressure of students in support of students' self-development. In this study, autonomy support is addressed from three dimensions:encouraging independent thinking, establishing meaningful relevance, and supporting development of interest. Using the quantitative research method to investigate the status quo of teachers' level of autonymsupport, we explored the influential factors through regression analysis. The findings indicated an overall high level of autonomy support in teaching, but relatively poor performance in development of interest. Different teachers had significantly different scores, depending on their locations, genders and teaching abilities. Besides, teaching efficacy, teaching autonomy, opportunities of professional development and participation in decision-making can significantly affect teachers' level of autonomy support.Finally, this study put forward some suggestions regarding improving teachers' level of autonomy support, such as putting emphasis on teacher professional development, reforming evaluation system, protecting teachers' autonomy.
- transformation of teaching styles /
- autonomy-support teaching /
- teaching efficacy /
- teaching autonomy /

HTML全文

表 1 教师教学方式各维度的得分情况统计表

维度	题数	均值	标准差
鼓励独立思考	5	4.36	0.51
建立意义关联	3	4.14	0.62
支持兴趣发展	4	3.95	0.51
自主支持教学方式总体	12	4.16	0.52

下载: 导出CSV

表 2 教师教学方式的差异比较

	鼓励独立思考	建立意义关联	支持兴趣发展	自主支持总体
男教师(M)	4.29	4.14	3.92	4.13
女教师(M)	4.39	4.14	3.96	4.18
T值	-7.20^**	0.06	-2.47^*	-4.38^**
普通教师(M)	4.33	4.12	3.92	4.19
骨干教师(M)	4.43	4.19	4.00	4.23
T值	-7.23^**	-4.97^**	-4.38^**	-6.81^**
东部地区(M)	4.39	4.17	3.96	4.19
中部地区(M)	4.40	4.16	3.97	4.19
西部地区(M)	4.19	4.04	3.86	4.04
F值	85.93^**	14.61^**	32.03^**	56.37^**
注：^表示P＜0.05，^表示P＜0.01，^**表示P＜0.001

下载: 导出CSV

表 3 教师自主支持型教学方式的影响因素回归分析结果

	鼓励独立思考		建立意义关联		支持兴趣发展		自主支持总分
	系数	标准误	系数	标准误	系数	标准误	系数	标准误
性别	0.068^***	0.012	-0.015	0.012	0.007	0.015	0.027^**	0.010
年龄	0.029^***	0.003	0.035^***	0.004	0.013^***	0.004	0.024^***	0.003
所属地区	-0.065^***	0.007	-0.043^***	0.008	-0.033^***	0.009	-0.048^***	0.007
教学效能感	0.390^***	0.013	0.357^***	0.015	0.431^***	0.018	0.405^***	0.012
教师专业发展机会	0.048^***	0.010	0.088^***	0.010	0.082^***	0.012	0.070^***	0.008
教学自主权	0.053^***	0.008	0.032^***	0.009	0.054^***	0.011	0.050^***	0.008
参与学校决策	0.066^***	0.011	0.042^**	0.013	0.083^***	0.016	0.049^***	0.011
调整R²	0.272	0.213	0.223	0.329
注：表示P＜0.05，^表示P＜0.01，^**表示P＜0.001

下载: 导出CSV

参考文献(34)

[1]	陈继文. (2014). 教师自主支持与初中生的学习: 家庭社会阶层与自主动机的影响. 武汉: 华中师范大学硕士论文.
[2]	褚宏启. (2016).核心素养的国际视野与中国立场——21世纪中国的国民素质提升与教育目标转型.教育研究, (11), 8-18. http://kns.cnki.net/KCMS/detail/detail.aspx?filename=jyyj201611003&dbname=CJFD&dbcode=CJFQ
[3]	高晓文, 盛慧. (2014).教师的"言"和"行"如何支持自主探究性学习.教师教育研究, 26(4), 81-86. http://kns.cnki.net/KCMS/detail/detail.aspx?filename=gdsz201404014&dbname=CJFD&dbcode=CJFQ
[4]	葛春洋. (2013). 教师自主支持影响因素的研究. 南京: 南京师范大学硕士论文.
[5]	韩文珠, 李宝庆. (2012).农村初中教师教学方式转变的阻力与化解对策.教育理论与实践, (5), 25-27. http://kns.cnki.net/KCMS/detail/detail.aspx?filename=jyll201205009&dbname=CJFD&dbcode=CJFQ
[6]	李涛, 于涛. (2015).影响教师自主支持行为的因素.长春教育学院学报, (15), 107-108. doi: 10.3969/j.issn.1671-6531.2015.15.048
[7]	林成堂. (2008).中小学教师参与学校决策现状的调查研究.教育理论与实践, (32), 44-46. http://kns.cnki.net/KCMS/detail/detail.aspx?filename=jyll200832019&dbname=CJFD&dbcode=CJFQ
[8]	刘海燕, 闫荣双, 郭德俊. (2003).认知动机理论的新近展——自我决定论.心理科学, 26(6), 1115-1116. http://www.wenkuxiazai.com/doc/86b96f1dfad6195f312ba655.html
[9]	孙灯勇, 王梅, 满丛英. (2014).教师自评自主支持和班级目标结构对学生学习成绩的影响.心理研究, 7(5), 93-96. http://www.wenkuxiazai.com/doc/b57f1bca76c66137ef061954-2.html
[10]	姚计海, 申继亮. (2007).中小学教师教学自主权量表的修订.应用心理学, 13(4), 329-333. http://edu.wanfangdata.com.cn/Periodical/Detail/yyxlx200704007
[11]	张辉蓉, 贾瑜. (2014).教育环境对教师教学方式选择与运用影响程度的实证分析.课程·教材·教法, (8), 32-37. http://kns.cnki.net/KCMS/detail/detail.aspx?filename=kjjf201408008&dbname=CJFD&dbcode=CJFQ
[12]	张婷. (2010).由"杜郎口模式"看新课改教师困境与改革一元化问题.天津市教科院学报, (5), 68-69. http://www.wanfangdata.com.cn/details/detail.do?_type=perio&id=tjsjkyxb201005024
[13]	邹文篪, 田青, 刘佳. (2012). "投桃报李"——互惠理论的组织行为学研究述评.心理科学进展, 20(11), 1879-1888. http://www.wanfangdata.com.cn/details/detail.do?_type=perio&id=xlxdt201211019
[14]	Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys:The role of anger and anxiety. Learning and Instruction, 15, 397-413. doi: 10.1016/j.learninstruc.2005.07.008
[15]	Cherniss C. (1997). Teacher empowerment, consultation, and the creation of new programs in schools. Journal of Educational & Psychological Consultation, 8(2), 135-152. doi: 10.1207/s1532768xjepc0802_3?tab=permissions&scroll=top
[16]	DeCharms, R. (1976). Enhancing motivation:Change in the classroom. New York:Irvington.
[17]	Deci, E. L., Ryan, R. M.(2000). The "what" and "why" of goal pursuits:Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. doi: 10.1207/S15327965PLI1104_01
[18]	Entwistle, N., & Mccune, V. (2004). The conceptual bases of study strategy inventories. Educational Psychology Review, 16(4), 325-345. doi: 10.1007/s10648-004-0003-0
[19]	Findings, K. (2014). Pisa 2012 results:Creative problem solving:students' skills in tackling real-life problems (volume v). OECD.
[20]	Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. Elementary School Journal, 86 (2), 217-247. doi: 10.1086/461445
[21]	Leroy, N., Bressoux, P., Sarrazin, P., & Trouilloud, D. (2007). Impact of teachers' implicit theories and perceived pressures on the establishment of an autonomy supportive climate. European Journal of Psychology of Education, 22(4), 529-545. doi: 10.1007/BF03173470
[22]	Nachtscheim, N. M., & Hoy, W. K. (1976). Authoritarian personality and control ideologies of teachers. Alberta Journal of Educational Research, 22, 173-178. http://psycnet.apa.org/record/1976-28639-001
[23]	Newby, T. J. (1991). Classroom motivation:Strategies of first-year teachers. Journal of Educational Psychology, 83, 195-200. doi: 10.1037/0022-0663.83.2.195
[24]	OECD. (2013). Pisa 2012 results:What students know and can do:Student performance in mathematics, reading and science. OECD.
[25]	Pearson L. C., Hall B. W.(1993). Initial Construct Validation of the Teaching Autonomy Scale. The Journal of Educational Research, 86(3), 172-178. doi: 10.1080/00220671.1993.9941155
[26]	Pelletier, L. G., Seguin-Levesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers' motivation. Journal of Educational Psychology, 94(1), 186. http://psycnet.apa.org/record/2002-02073-017
[27]	Reeve, J. (1998). Autonomy support as an interpersonal motivating style:Is it teachable?. Contemporary Educational Psychology, 23, 312-330. doi: 10.1006/ceps.1997.0975
[28]	Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159-175. doi: 10.1080/00461520903028990
[29]	Reeve, J., & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology, 98, 209-218. http://psycnet.apa.org/record/2006-02666-017
[30]	Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching:How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99, 761-774. http://psycnet.apa.org/journals/edu/99/4/761/
[31]	Short, P. M., & Rinehart, J. S. (1992). School participant empowerment scale:Assessment of level of empowerment within the school environment. Educational & Psychological Measurement, 52 (4), 951-960. https://eric.ed.gov/?id=EJ458540
[32]	Tessier D., Sarrazin P., Ntoumanis N. (2010). The effect of an intervention to improve newly qualified teachers' interpersonal style, students motivation and psychological need satisfaction in sport-based physical education. Contemporary Educational Psychology, 35(4), 242-253. doi: 10.1016/j.cedpsych.2010.05.005
[33]	Vaughn, L., & Baker, R. (2001). Teaching in the medical setting:balancing teaching styles, learning styles and teaching methods. Medical Teacher, 23(6), 610-612. doi: 10.1080/01421590120091000
[34]	Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students:A test of self-determination theory. Journal of Personality and Social Psychology, 70(4), 767-779. http://europepmc.org/abstract/med/8636897