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目的:编制针对中学教师群体的教学元认知能力量表并检验其信效度。方法:在文献综述、开放式调查、专家咨询等基础上构建量表,以Corbnach’s琢系数检验量表的信度,以内容效度、结构效度、校标关联效度检验量表的效度。结果:量表由47个项目组成,包括课上监测与课后评价维度、课堂教学知识维度、教学目标的修正维度、师生的教学反馈、教学情感觉知维度、计划与准备维度7个维度,共解释方差56.57%。全量表Corbnach’s琢系数为0.890,7个分维度的Corbnach’s琢系数分别为:0.653,0.705,0.701,0.733,0.735,0.743,0.743。结论:中学教师教学元认知能力量表有较好的信效度,可以作为中学教师教学元认知能力研究的测量工具。
Objective: To compile a teaching metacognitive ability scale for secondary school teachers and test its reliability and validity. Methods: The scale was constructed on the basis of literature review, open investigation and expert consultation. The reliability of the scale was tested by Corbnach’s test, and the validity of the scale was tested by the content validity, structural validity and school-related relevance validity . Results: The scale consisted of 47 items, including the dimensions of on-the-spot monitoring and after-class evaluation, the dimensions of classroom teaching, the revision of teaching objectives, the teaching feedback of teachers and students, the teaching of emotional awareness, and the planning and preparation dimensions , A total of 56.57% variance explained. The Corbnach’s cut coefficient of the full scale is 0.890, and Corbnach’s cut coefficients of the seven sub-dimensions are respectively 0.653, 0.705, 0.701, 0.733, 0.735, 0.743 and 0.743. Conclusion: The middle school teacher teaching metacognitive ability scale has a good reliability and validity, which can be used as a measuring tool for the study of metacognitive ability of middle school teachers.