摘要
本研究所建构模型历经模型初拟、修正、成形三阶段。基于相关理论、已有研究、政策文件和行为事件访谈材料等形成《中小学教师跨学科教学能力模型(初拟版)》,后经专家咨询修正模型和指标赋权,再将模型应用于实证调查以筛选胜任力指标,所得《中小学教师跨学科教学胜任力理论模型》包含一级指标3个,按权重从大到小依次为跨学科教学实施能力、跨学科教学设计能力、跨学科教学评价能力;包含二级指标12个,三级指标39个。
The model constructed in this study goes through three stages of model preparation,revision and shaping.First,based on relevant theories,existing research,policy documents,and behavioral event interview materials,the“Interdisciplinary Teaching Ability Model for Primary and Secondary School Teachers(Preliminary Version)”was formed.Second,the model was revised and indicator empowerment was consulted by experts.Third,the model is applied to empirical survey to screen competency indicators.Finally,the obtained“Theoretical Model of Interdisciplinary Teaching Competency for Primary and Secondary School Teachers”contains 3 first-level indicators,which are,in descending order of weight,interdisciplinary teaching implementation ability,interdisciplinary teaching design ability and interdisciplinary teaching evaluation ability.All the above dimersions include 12 second-level indicators and 39 third-level indicators.
作者
李臣之
梁舒婷
LI Chen-zhi;LIANG Shu-ting(Faculty of Education,Shenzhen University,Shenzhen,518060,Guangdong)
出处
《当代教师教育》
2023年第2期23-31,共9页
Contemporary Teacher Education
关键词
中小学教师
跨学科教学胜任力
模型构建
primary and secondary school teachers
interdisciplinary teaching competency
model building
