| 5,715 | 143 | 88 |
| 下载次数 | 被引频次 | 阅读次数 |
中小学教师家校合作胜任力模型是指教师为了胜任家校合作这一工作所需要具备的一系列特征的有机组合。根据胜任力模型和已有研究成果,该研究尝试构建的中小学教师家校合作胜任力模型包括三个层面共5个关键指标,从外到内层层深入,外层包括家校合作知识和家校合作技能,中层是态度和价值观,内层包括个性和成就动机。基于中小学教师家校合作胜任力模型,可以通过开展形式多样和有针对性的职后培训、重视实践活动、完善师范院校课程体系建设、营造良好的支持型工作环境等策略来帮助提升中小学教师家校合作胜任力。
Abstract：The competence model of home-school cooperation among primary and secondary school teachers refers to the organic combination of a series of competent characteristics. According to the competence model and the existing research results, this study aims to construct the competence model of home-school cooperation among primary and secondary school teachers, including three layers, including 5 key indexes, from outside to inside, the inner layer is deeper than the outer layer. The outermost layer includes parent-school cooperative knowledge and parent-school cooperative skills, the middle layer is the attitudes and values, and the core layer includes personality and achievement motivation. Based on the competence model of home-school cooperation among primary and secondary school teachers, home-school cooperation competency among primary and secondary school teachers could be developed through carrying out various forms and targeted post-service training, paying attention to practice, improving the construction of the curriculum system in normal colleges and creating a good supportive working environment.
[1]刘衍玲,臧原等.家校合作研究述评[J].心理科学,2007,(2):400-402.
[2]陈美言.协同教育视角下的家校合作对教师角色的影响[J].亚太教育,2016,(20):11-12.
[3]Epstein,J.L.,Sanders,M.G.Prospects for change:Preparing educators for school,family,and community partnerships[J].Peabody journal of Education,2006,81(2):81-120.
[4]Saltmarsh,S.,Barr,J.,Chapman A.Preparing for parents:How Australian teacher education is addressing the question of parent-school engagement[J].Asia Pacific Journal of Education,2015,35(1):69-84.
[5][13]边玉芳,周欣然.家校互动不良的原因分析与对策研究[J].中国教育学刊,2019,(11):39-44.
[6][11]McClelland,D.C.Testing for competence rather than for“intelligence”[J].The American Psychologist,1973,28(1):1-14.
[7]Lyle,M.S.,Signe,M.S.Competence at work:Models for superior performance[M].New York:John Wiley&Sons,1993.
[8]Olson,C.O.,Wyett,J.L.Teachers need affective competencies[J].Education,2000,120(4):741-741.
[9]罗小兰.中学教师胜任力模型探究[J].教育理论与实践,2010,30(34):50-53.
[10]赵雷,陈红敏.高校教师胜任特征模型及其应用思考[J].教育与职业,2011,(32):86-88.
[12]Boyatzis,R.E.The competent manager:A model for effective performance[M].New Jersey:John Wiley&Sons,1982.
[14]刘云艳,陈希.幼儿园教师家园沟通胜任力特征及其提高策略[J].学前教育研究,2016,(2):54-63.
[15]鹿永建,邓淇.青年教师亟待提高家校共育素质[J].科普童话:新课堂,2017,(7):4.
[16][19]吕聪.小学初任教师家校合作能力发展状态研究[D].上海:华东师范大学,2020.
[17]Westerg?rd,E.Teacher competencies and parental cooperation[J].International Journal about Parents in Education,2013,7(2):91-99.
[18]Musset,P.Initial teacher education and continuing training policies in a comparative perspective:Current practices in OECD countries and a literature review on potential effects[J].OECD Education Working Papers,2010,(48):3-47.
[20]郁琴芳.家校合作视角下教师新媒体素养:内涵、结构与价值[J].教育发展研究,2015,35(24):79-84.
[21][26]张竹林.教师家教指导能力的运行机理[J].江苏教育研究,2020,(13):33-36.
[22]张竹林.教师家庭教育指导能力的结构要素[J].江苏教育研究,2020,(Z1):38-42.
[23][25]边玉芳,刘小琪等.当代我国中小学家校冲突的原因分析与应对建议[J].中国电化教育,2021,(5):27-32.
[24]洪明.家校合育的基本现状及改进研究--基于9省市4000份问卷的调查分析[J].教育科学研究,2015,(9):30-35+41.
[27]黄莉君,张磊.中学教师胜任力模型建构与应用研究[J].教师教育论坛,2019,32(10):31-34.
[28]林崇德.心理学大辞典[M].上海：上海教育出版社,2003.
[29]鞠佳雯,李妍,蒋柳青.促进家长参与家校合作的国际经验及启示[J].中国电化教育,2021,(5):33-38.
[30]但菲,耿雅琦.幼儿园新入职教师胜任力现状及提升策略[J].当代教师教育,2020,13(3):57-64.
基本信息:
中图分类号:G636
引用信息:
[1]袁柯曼,周欣然,叶攀琴.中小学教师家校合作胜任力模型研究[J].中国电化教育,2021,No.413(06):98-104.
基金信息:
教育部“十四五”规划研究课题“‘十四五’时期应对人民群众对教育的新需求、完善协同育人机制研究”(课题编号：SSW202009)研究成果
2021-06-08
2021-06-08