【作者】 贺菲；

【导师】 李秉德； 王嘉毅；

【作者基本信息】 西北师范大学 ， 课程与教学论， 2008， 博士

【摘要】 目前我国已基本实现了普及九年义务教育的重要目标,基础教育改革的发展从注重数量的普及进入到巩固与提高并重的新阶段,注重效能成为当前教育发展及研究方面的重要课题。在新课程全面推进过程中,三级课程管理体制为学校的自我改进和发展创造了条件,学校如何通过有效管理为教师适应多样化的角色需求和持续性的专业发展提供保障和支持,校长如何转变领导方式提高教师队伍的专业性程度并构建合作分享的学校文化,教师如何改变传统教学方式提高学生学习的主动性,促进学生全面发展等都是教学效能研究中不可忽略的问题。就课堂教学活动而言,学校组织情境是教学活动得以展开的背景,两者存在不可分割的关系。有鉴于此,本研究尝试整合以往学校效能研究和教师效能研究两条线索,以组织系统论和行为科学理论为基础,通过借鉴国内外相关研究文献,构建融合“管理”和“教学”过程在内的教学效能综合框架。在理论研究部分,主要分析教学效能的涵义、结构与层次以及主要的构成要素,并发展了教学效能的组织系统研究模式,为后期的教学效能实证研究奠定基础。实证部分的研究主题集中在“教师特征与班级教学效果之间的关系”以及“学校组织系统中多层面多因素的关系”两个方面:第一,在班级层面主要分析教师个人特征,如职业能力特征、情境知觉特征、行为表现特征间的关系以及它们与班级教学效果(班级气氛、学生学习需要与心理需要)间的关系。第二,在学校组织系统研究中,依次分析校长“转型领导”、组织文化与组织气氛、组织效能、组织管理与教学管理和学校多层面特征间的关系。研究采用随机抽样的方法选取兰州市18所小学作为研究对象,通过教师(班主任)教学工作情况问卷调查表和学生学习生活情况问卷调查表收集班级教学活动方面的信息,并结合学校组织发展情况问卷调查表和学校教学工作情况问卷调查表获得整个学校组织系统内各方面的信息。通过数据分析结果在每个主题内得到多项结论。“教师特征与班级教学效果之间的关系”分析结果表明:1.情境知觉与教师的职业能力及个人表现之间存在显著正相关。情境知觉与职业能力及个人表现存在显著的典型相关,说明教师情境知觉的积极变化会带来教师职业能力和教师表现的积极变化。2.教师个人的职业能力与整体行为表现之间有显著正相关存在;职业能力与教师表现存在显著的典型相关。3.情境知觉和教师职业能力对教师表现有一定的预测性。在情境知觉和职业能力的各构成要素中,“内部激励”、“课堂管理能力”和“班级情境知觉”对教师表现具有显著的预测作用。4.路径分析证明预期的研究模型是成立的,教师表现主要受到个人情境知觉以及个人职业能力水平的直接影响。此外,情境知觉还能通过教师的职业能力间接作用于教师表现。5.不同的教师职业能力水平未在班级气氛、学习需要和心理需要上表现出显著差异,而教师职业能力与这些方面没有显著的相关关系存在。6.教师行为表现不同,则其所执教班级内的学生对班级气氛、学习需要和心理需要三方面的感受存在显著差异。教师表现与班级气氛有显著的正相关关系存在。7.班级气氛与学生学习需要及心理需要存在显著的正相关。团结层面对学生学习需要、心理需要及整体需要的预测力最佳。此外,“学校组织系统中多层面多因素的关系”的分析结果表明:1.校长在“转型领导”四个维度上的表现与学校多层面的各种特征的相关程度都较高。相对而言,校长领导与“教学管理”的相关程度相对要低于其它组织层面的特征,而校长领导与班级气氛之间亦有显著相关。2.学校组织文化与学校组织内部多层面及多种要素间关系密切。校长和教师之间的互动与教师间的互动(组织气氛所包含的两组特征)存在不同程度的显著相关。3.组织效能与学校的教学管理及教师的工作满意度密切相关;组织效能与学校文化、校长的转型领导和行政管理、学校内的社会互动以及教师个人的“内部激励”感受存在不同程度的显著正相关;组织效能与班级层面的各种特征(教师表现、班级气氛、学生的学习需要和心理需要)之间没有显著相关。4.学校行政管理工作与教师群体间的社会互动、教师个人的工作态度、班级行为表现、班级气氛、学生的需要几乎都有不同程度的显著相关存在,并且与教师感受和表现等的关系更为紧密。5.学校教学管理的四个构成要素只是与教师团体的工作士气和亲密程度以及教师个人的满意度普遍存在显著相关。除了上面所列出的部分研究结果,论文在汇总所有研究结论的基础上,发现校长的“转型领导”、对教师“体谅”、“组织文化”、“行政管理”、“工作士气”、“班级气氛”、学生的“学习需要”和“心理需要”是一组存在密切关系的变量,而另一组关系密切的变量则是校长“强调工作成果”、“教学管理”、“组织效能”和教师的“工作满足感”。从这两组变量可以辨别出两类“优质”学校,一种是以人性取向治校的学校,而另一种则是以任务取向治校的学校,两种学校有明显差异。最后,根据目前学校管理对班级教学影响不大、校长对教师体谅不足,教师工作投入度较低、忽视学生需要、班级气氛有待加强等问题提出了相应的改进建议。更多还原

【Abstract】 After our country has realized the important target of popularized nine year compulsory education basically, the elementary education reform development enter to the new stage which focus changed form the popularization quantity to the education quality enhancement. Therefore, pay attention to the effectiveness become the important topic in the education development and the research. In the new curriculum comprehensive advancement process, the third-level curriculum management system creates the condition for the school self-improvement and the development. The teaching effectiveness related different parts of school works, such as how the school adapted the effective management to provide the safeguard and the support for making teacher achieve different kinds of role demand and the long-enduring career development, how does principal transform the leadership way to enhance specialized degree of the teacher troop and constructs the cooperation school culture, how does the teacher change the traditional teaching way to enhance the student initiation and promote the student comprehensive development and so on. In fact, as classroom teaching activities are concerned, school organization situation is the background in doing all kinds of teaching activities. The two aspects exists inevitably indivisible relationship.Taking the above into consideration, this study tries to integrate past school organization effectiveness and teacher effectiveness studies based on the theory of organization system theory and the behavioral science and also borrow national and international relative researches to construct and fuse “management”and“teaching”process to form a integrated teaching and learning framework. In theoretical part, we mainly analyze the meaning, structure, level, and components of teaching and learning effectiveness. We develop a research model of organization system in teaching and learning effectiveness and make a preparation for later experimental research of teaching and learning effectiveness. The theme of experimental research focuses on“the relationship between teacher’s characteristic and classroom teaching effects”, and“the relationship between many levels and many factors in school organization system. These two aspects include: first, classroom level is mainly to analyzing teacher’s personal features, such as the relationship among professional ability, situational perception, performance and the relationship of classroom effect such as classroom atmosphere, student learning needs and psychological needs ; second, in school organization system study, we analyze the relationships among headmaster’s”transformational leadership”, organization culture and organization atmosphere, organization effectiveness, organization management and teaching and learning management, and the school different features.The study uses the random sampling method to select 18 primary schools in Lanzhou City as the study object. Use the teacher’s teaching activity questionnaire and the student’s study and living conditions questionnaire to collect class information in the teaching process. In addition, unifies the school organization development questionnaire and the school teaching questionnaire obtains various aspects information about the entire school system and obtains many conclusions through the data analysis result in each subject. The analysis results of "the relationship between teacher’s characteristics and teaching effect in class”show that:1. There are most significant positive correlations and the significant canonical correlation among teacher situation perception、the professional capacity and individual performance, which show that teacher situation consciousness changes positively can bring the positive change of teacher professional ability and the teacher performance. 2. The teacher’s personal professional capacity has significant positive relevance to the whole performance; and professional capacity has significant canonical correlation with teacher performance.3. Situational consciousness and the teacher’s professional capacity can predict the teacher performance to some extent. Among the elements of the situational consciousness and the teacher’s professional capacity,“internal incentiveness”,“class management ability”and“class situational consciousness”can significantly predict teacher performance.4. Path Analysis suggests that the previous research model is right, that is, the teacher performance is mainly affected by personal situational consciousness and professional capacity. In addition, situational consciousness affects teacher performance indirectly through teacher’s professional capacity.5. Different levels of teacher’s professional capacity do not show significance differences in class climate, learner needs and psychological needs. And teacher’s professional capacity has no significant relevance to these factors.6. Different teacher performance makes the students in his class feel different in class climate, learner needs and psychological needs significantly. Teacher performance has significant positive relevance to class climate.Besides, the analysis result of the relation among the multiple levels and elements within the school organizational system suggests:1. The headmaster’s performance on the four dimensions has high relevance to various levels of characteristics of school. Relatively, the relevance degree of headmaster leadership to“teaching management”is lower than other features of organizational levels, while headmaster leadership has significant relevance to class climate.2. School organizational culture is closely related to multiple levels and elements within school. The interaction between the headmaster and the teachers has significant relevance to the interaction between teachers and teachers.3. Organizational effectiveness has close relation to teaching management and the teacher’s degree of satisfaction with his work; organizational effectiveness has various significant positive relevance to school culture, the headmaster’s changing leading and organizational management, social interaction within the school and the teacher’s feeling of personal“internal incentive”; organizational effectiveness has no significant relevance to characteristics at class level, such as teacher performance, class climate, learner needs and Psychological needs.4. The school management has varying degrees of significant correlation with the social interaction between the groups, individual teachers working attitude, class performance, class climate, and learner needs, and has more closely the relationship with teacher’s feeling and performance.5. The four composing elements of school teaching management only has significant relevance to work enthusiasm and degree of intimacy of the teacher team and the teacher’s degree of satisfaction with his work.In addition to the research results listed above, on the basis of summarize the research conclusion, the thesis finds out the headmaster’s“transformational leadership”, "appreciate" to teachers,“organizational culture”,“organizational management”,“work enthusiasm”,“class climate”,“learning needs”and“psychological needs”are a group of closely related variables. Another group of closely related variables are the headmaster’s“emphasis on work achievement”,“teaching management”,“and organizational effectiveness”, and the teacher’s“feeling of satisfaction with work”. From the two groups of variables, two kinds of good quality school can be identified: one is human-oriented school; the other is task-oriented school. There is obvious difference between them. Finally, put forward the corresponding improvement proposal according to the present school administration having little influence to the class teaching, principal having insufficiency pardon to the teacher, the low level of the teacher motivation, neglecting the student’s requirement, the class atmosphere to wait for strengthening and so on.更多还原