教师对项目化学习的感知风险及其与实施意愿的关系OA北大核心CSSCICSTPCD
Teachers'Perceived Risk of Project-based Learning and Its Relationship with Implementation Willingness
基础教育领域对于项目化学习的研究和实践日趋热烈,但有关于教师对这一新兴教学方式的感知风险常被忽视.本研究以率先开展项目化学习的北京、上海教师为研究对象,考察教师对项目化学习的感知风险及其与实施意愿的关系.结果显示:教师对项目化学习的感知风险排序是耗费时间、耽搁进度、自身难胜任、不适应考试、妨碍效果及破坏体系;初中教师的感知风险高于小学教师;感知风险能够消极预测实施意愿;学段在感知风险和实施意愿之间起到调节作用,上述消极预测作用在小学教师中更大.据…查看全部>>
While research and implementation of project-based learning in primary and secondary schools are receiving in-creasing attention,teachers'perceived risks to this emerging teaching method are often overlooked.In this study,the teachers in Beijing and Shanghai were taken as the research objects to examine teachers'perceived risks of project-based learning and its relationship with their willingness to implement.The results shown that the ranking of teachers'pe…查看全部>>
何声清;綦春霞
上海师范大学数理学院,上海 200234北京师范大学教育学部,北京 100875
教育学
项目化学习感知风险实施意愿调节效应
project-based learningperceived riskimplementation willingnessmoderating effect
《教师教育研究》 2024 (3)
52-59,8
2023年度教育部人文社会科学研究青年基金项目(23YJC880034)
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