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本研究采用因素分析法编制了《教学自我概念量表》,通过对629名被试进行问卷测量与数据分析,来了解宁夏地区中小学教师教学自我概念的现状,得出以下结论:(1)《教学自我概念量表》由教学能力自我概念、教学效果自我概念、教学互动自我概念3个维度构成,该量表具有良好的信、效度;(2)宁夏地区中小学教师的教学自我概念受教龄、学历、学校所在地及学部影响。
In this study, a “Self-concept Scale for Teaching” was compiled by factor analysis. Through questionnaire survey and data analysis of 629 subjects, the author found out the status quo of teaching self-concept of primary and secondary school teachers in Ningxia. The conclusions are as follows: (1) The Teaching Self-concept Scale consists of three dimensions: self-concept of teaching ability, self-concept of teaching effect and self-concept of teaching interaction, which has good reliability and validity. (2) The teaching self-concept of primary and secondary school teachers in Ningxia By teaching age, education, school location and school influence.