信任在課程改革中的作用:以教師認同感為例

尹弘飈, 李子建, 靳玉樂, 朱嘉穎

Research output: Contribution to journalArticles

Abstract

近年來,變革研究者開始關注信任在課程改革中扮演的角色。本研究以新課程改革為背景,運用結構方程模型探討了教師的同事間信任、認同感及其感受到的改革成效之間的關係。結果表明,信任在課程改革中可以發揮“緩衝器”和“催化劑”的作用,即鞏固教師同事之間的信任關係,能夠有效地改善他們對課程改革的主觀評價與感受以及實施改革的行為意向,進而提升教師對課程改革成效的觀感。
In recent decades, change researchers began to increasingly concern about the role of trust in curriculum reform. Using the method of structural equation model, this study explored the relationships among teachers’ trust in colleagues, receptivity and their perceived outcomes of curriculum reform under the context of the new curriculum reform. Results indicated that enhancing the trust relations among teachers is an effective way to improve their subjective evaluation and feelings about curriculum reform, and their behavioral intention to implement the reform,and then teachers’ perceptions about the outcomes of curriculum reform can be facilitated. Copyright © 2009 西北師範大學.
Original languageChinese
Pages (from-to)67-71
Journal當代教育與文化
Volume1
Issue number6
DOIs
Publication statusPublished - Nov 2009

Citation

尹弘飈、李子建、靳玉樂和朱嘉穎(2009):信任在課程改革中的作用:以教師認同感為例,《當代教育與文化》,1(6),頁67-71。

Keywords

  • 同事間信任
  • 教師認同感
  • 改革成效
  • 課程改革
  • Trust in colleagues
  • Teacher receptivity
  • Perceived outcomes
  • Curriculum reform
  • Alt. title: The role of trust in curriculum reform: Teachers’ receptivity as an example