中小学教师跨学科教学影响因素模型构建——基于扎根理论的探索性分析

Constructing a Model of Influencing Factors for Interdisciplinary Teaching by Primary and Secondary School Teachers:An Exploratory Analysis Based on Grounded Theory

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摘要跨学科教学是新课标下中小学教学方式改革的亮点和难点。为提升中小学教师跨学科教学效果,有必要探索中小学教师跨学科教学的影响因素,并提出切实可行的建议。以计划行为理论作为理论基础,对28名中小学教师进行访谈,通过扎根理论方法构建中小学教师跨学科教学的影响因素模型。结果表明:中小学教师的跨学科教学意向与行为受到跨学科教学态度、主观规范、行为控制认知的共同影响;情境因素对中小学教师的跨学科教学意向与行为起到调节作用;跨学科教学态度的前因变量包括利益获得、技能获得、人格特质、制度文化,对中小学教师的跨学科教学意向与行为产生重要影响;主观规范的前因变量为同事、榜样、专家给予的支持或开展的跨学科教学活动,对中小学教师的跨学科教学意向与行为起到引领示范作用;行为控制认知的前因变量包括教学认知、教学能力、时间和精力,影响中小学教师的跨学科教学意向与行为。基于此,通过引导教师形成正向的跨学科教学态度、加强教师跨学科教学的主观规范、强化教师跨学科教学的行为控制、调节教师跨学科教学的情境因素等措施,以为促进中小学教师跨学科教学提供参考。 Interdisciplinary teaching is a highlight and challenge in the reform of teaching methods under the new curriculum standards.To enhance the effectiveness of interdisciplinary teaching among primary and secondary school teachers,it is necessary to explore the influencing factors of interdisciplinary teaching among primary and secondary school teachers and propose practical recommendations.Taking the theory of planned behavior as the theoretical foundation,28 primary and secondary school teachers were interviewed,and a model of influencing factors for interdisciplinary teaching was constructed through the grounded theory method.The results show that primary and secondary school teachers’intentions and behaviors regarding interdisciplinary teaching are jointly influenced by attitudes toward interdisciplinary teaching,subjective norms,and behavioral control perceptions.Contextual factors play a moderating role in primary and secondary school teachers’intentions and behaviors towards interdisciplinary teaching.Antecedents variables of interdisciplinary teaching attitudes,include perceived benefit,skill acquisition,personality traits,and institutional culture,which significantly impact teachers’intentions and behaviors.The antecedents of subjective norms include support from colleagues,role models,and experts,as well as the implementation of interdisciplinary teaching activities,which serve as guiding examples for teachers’intentions and behaviors.The antecedents of perceived behavioral control include teaching cognition,teaching ability,time,and energy,which affect teachers’intentions and behaviors in interdisciplinary teaching.Based on these findings,measures such as fostering positive attitudes toward interdisciplinary teaching,strengthening subjective norms of teachers’interdisciplinary teaching,enhancing teachers’behavioral control of interdisciplinary teaching,and adjusting contextual factors are recommended to promote the advancement of interdisciplinary teaching among elementary and middle school teachers.

作者彭敏黄莹 PENG Min;HUANG Ying(School of Education Science,Sichuan Normal University,Chengdu,Sichuan,610066,P.R.China)

机构地区四川师范大学教育科学学院

出处《广东第二师范学院学报》 2024年第3期49-65,共17页 Journal of Guangdong University of Education

基金 2020年教育部人文社会科学研究项目“‘大学-小学’教师共同体协同培养小学卓越教师的机制研究”(20XJC880004) 四川省哲学社会科学重点研究基地四川省基础教育研究中心2022年重点项目“大概念统整的小学数学跨学科主题学习设计研究”(JCJY2022-02)。

关键词中小学教师跨学科教学影响因素计划行为理论扎根理论 primary and secondary school teachers interdisciplinary teaching influencing factors theory of planned behavior grounded theory

分类号 G451.5 [文化科学—教育技术学]

作者简介彭敏,女,重庆开州人,四川师范大学教育科学学院副教授,博士;黄莹,女,重庆九龙坡人,四川师范大学教育科学学院小学教育专业硕士研究生。