Teachers'Perceived Risk of Project-based Learning and Its Relationship with Implementation Willingness
While research and implementation of project-based learning in primary and secondary schools are receiving in-creasing attention,teachers'perceived risks to this emerging teaching method are often overlooked.In this study,the teachers in Beijing and Shanghai were taken as the research objects to examine teachers'perceived risks of project-based learning and its relationship with their willingness to implement.The results shown that the ranking of teachers'perceived risk is time-consuming,delaying teaching progress,being incompetent,not adapting to exams,hindering teaching effective-ness and destroying knowledge systems;the perceived risk of junior middle school teachers is higher than that of primary school teachers;perceived risk can negatively predict implementation willingness;School stage plays a moderating role be-tween perceived risk and implementation willingness,and the above negative predictive effect is greater in primary school teachers.Accordingly,it is suggested to carry out teacher training to eliminate teachers'perceived risks.
国家科技期刊平台
NSTL
万方数据
