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本研究选取华北地区两所内地西藏高中班(校)教师作为研究对象,运用辛涛等人1995年修订的“教师教学效能感量表”对教师的教学效能感进行考察。研究数据显示:内地西藏高中班教师教学效能感较高,个人教学效能感高于一般教学效能感;不同教龄、职称、是否担任行政职务、是否担任班主任的教师教学效能感有显著差异;文化差异、工作内容、社会支持、教师期望对内地西藏班教师的教学效能感影响较大。为提升内地西藏高中班教师的教学效能感,本研究提出加强教师的多元文化教育培训、健全教师教学评价机制、加强外部支持等建议。
In this study, we selected two high school Tibetan teachers in the northern part of China as the research objects, and inspected teachers’ sense of efficacy by using the “Teacher Efficacy Scale” revised by Sing Tao and others in 1995. According to the research data, teachers in high school classes in Tibet have a higher sense of efficacy and a higher sense of effectiveness in teaching. The educational effectiveness of teachers with different teaching and professional titles is significantly different from that of teachers with different teaching and administrative titles. , Job content, social support, and teachers’ expectation have a greater impact on the teaching efficacy of teachers in the Tibetan classes in the Mainland. In order to enhance the teaching efficacy of high school teachers in Tibet in the Mainland, this study proposes to strengthen teachers ’multicultural education and training, improve teachers’ teaching evaluation mechanism and strengthen external support.