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以北京和延吉五所小学的102名班主任为被试,采用自译的中文版小学生短缩版班级风土问卷和教师指导行为测量工具,探讨科目数、地区、学年、教学资历对班级风土和教师指导行为的影响。结果发现:(1)科目数、地区对班级风土和教师指导行为各个维度都存在显著主效应;(2)教学资历对班级风土个别维度存在显著主效应。
A total of 102 class directors from five elementary schools in Beijing and Yanji were taken as subjects. The self-translated Chinese primary school shortened class climate questionnaire and instructor-led behavioral measurement tools were used to explore the subjects, regions, academic years, and teaching qualifications of the classroom. The impact of behavior. The results showed that: (1) The number of subjects and regions have significant main effects on each dimension of classroom terrain and instructor behavior; (2) There is a significant main effect of teaching qualifications on individual dimensions of classroom terrain.