中小学教师跨学科素养测评模型的构建研究
Research on the Construction of Interdisciplinary Literacy Assessment Model for Primary and Secondary School Teachers
宋乃庆 1王丽美2
作者信息
- 1. 西南大学 数学与统计学院,重庆 400715
- 2. 西南大学 数学与统计学院,重庆 400715;滇西科技师范学院 数理学院,云南 临沧 677000
- 折叠
摘要
新课程改革对跨学科教学提出了更高的要求,教师跨学科素养培养迫在眉睫.研究者对访谈资料进行编码分析,提炼出中小学教师跨学科素养的组成要素,构建了中小学教师跨学科素养测评的模型,并利用该模型测评了6931 名中小学教师的跨学科素养水平.结果发现,我国中小学教师跨学科素养整体水平良好,但跨学科知识和跨学科能力两项指标水平较低,教龄、任教学段和是否参加相关培训显著影响教师的跨学科素养水平.基于以上发现,研究认为,提升教师跨学科素养水平需要从强化教师的跨学科意识和内生动力,增加跨学科综合规训,构建多样化教师跨学科共同体等方面发力.
Abstract
The new curriculum reform has put forward higher requirements for interdisciplinary teaching,and it is urgent for teach-ers to cultivate interdisciplinary literacy.The researchers coded and analyzed the interview data,extracted the components of the inter-disciplinary literacy of primary and secondary school teachers,constructed a model for the assessment of interdisciplinary literacy of pri-mary and secondary school teachers,and used the model to evaluate the interdisciplinary literacy level of 6931 primary and secondary school teachers.The results show that the overall level of interdisciplinary literacy of primary and secondary school teachers in China is good,but the level of interdisciplinary knowledge and interdisciplinary ability is low,and the teaching experience,teaching period and whether to participate in relevant training significantly affect the interdisciplinary literacy level of teachers.Based on the above findings,the study believes that to improve the level of teachers'interdisciplinary literacy,it is necessary to strengthen teachers'interdisciplinary awareness and endogenous motivation,increase interdisciplinary comprehensive discipline,and build a diverse interdisciplinary commu-nity of teachers.
关键词
跨学科素养/跨学科教学/跨学科知识/跨学科能力/扎根理论/新课程改革Key words
interdisciplinary literacy/interdisciplinary teaching/interdisciplinary knowledge/interdisciplinary competence/grounded theory/new curriculum reform引用本文复制引用
基金项目
国家社会科学基金重大项目(2019)(19ZDA359)
云南省哲学社会科学规划教育学一般课题(AC23004)
出版年
2024
NETL
NSTL
万方数据