不同类型高校教师信念比较研究——以福建省高校为例

Abstract

【中文摘要】教师信念是教师在教学情境与教学历程中,对知识、教学、学生学习以及师生关系等 相关方面所持的主体性认识和观点。通过对福建省不同类型高校教师的问卷调查，并运用描述统 计、相关分析和单变量多因素方差分析等方法对不同类型高校教师的信念类型与取向的差异进行 分析，结果显示:“学生中心”取向的多元信念系统是不同类型高校教师信念的总体特点。在不同 类型高校教师中主要存在五种类型的信念:知识型、结果型、能力型、兴趣型和价值型。不同类型 高校教师最强调以能力为导向的信念，能力型、兴趣型以及价值型信念的均分都高于知识型和结 果型，说明不同类型高校教师都偏向“学生中心”的教学取向。但不同类型高校教师信念中，知识 型、结果型和兴趣型存在显著差异。高职院校教师更强调对学生学习兴趣的关注，而教学型大学 教师仍然十分重视学生对知识的掌握以及最后能否“学有所成”。 【Abstract】Teachers ’ beliefs refer to teachers' subjective understanding and views of knowledge, teaching, students' learning, and teacher-student relations, which are developed in different teaching situations and through different teaching experiences. We sent the "Questionnaire for University Teachers' Beliefs about Teaching and Learning" to teachers at different universities and colleges in Fujian province. Descriptive analysis, correlation analysis and ANOVA analysis were applied to explore differences and similarities of teachers beliefs regarding teaching and learning at university. Teachers from different universities and colleges have multiple categories of beliefs ： knowledge-based, outcome-based, ability-based, interest-based and value-based. Among these categories, no matter what type of university or college teachers come from, most of the teachers place more emphasis on students' ability, interest and value development than on knowledge transmission and outcome achievement. This shows that most teachers " beliefs are student-centered". Compared with teachers from research universities and teaching-intensive universities, teachers from vocational colleges place more emphasis on students ’ interest in learning. Teachers from teaching-intensive universities pay more attention to knowledge transmission and results of teaching.