摘要
热情被认为是教师的重要品质,是保证教师有效率地完成高质量教育教学工作的关键。文章就高等学校教师热情的认知与传递问题对广西地区的十所院校展开了问卷调查,结果发现:高校教师与学生对教师热情的行为体现存在认知差异,教师对自身热情程度的评价与学生的评价也有不同;高等学校教师热情遵循"教师的热情→学生的学习兴趣→学生的成绩"的传递机制,在教师热情向学生学习成绩的传递过程中,学生的学习兴趣起到了关键的中介作用。因此,为了提高高校的课堂教学效果,首先应当纠正教师的行为偏异,使教师的热情有效地被学生感知。
Enthusiasm is considered as an important quality for teachers and the key to ensure that teachers can teach efficiently and qualitatively. In order to investigate the cognition degree and transfer mechanisms of teachers' enthusiasm, this paper conducts a survey of 10 universities in Guangxi province. There are two main results. First, there are cognitive differences of teachers' enthusiasm embodiment and degree between teachers and students. Second, the transfer mechanisms of teachers' enthusiasm obey the rule that "teachers' enthusiasm → students' learning interest → students' achievement". Between the enthusiasm and the achievement,learning interest is an important medium. Thereby, in order to improve the teaching quality, we need to lead teachers with cognitive biases to correct them, so that students can perceive teachers' enthusiasm effectively.
出处
《高教学刊》
2018年第3期1-5,共5页
Journal of Higher Education
基金
广西师范大学2015年度教育教学改革项目"基于提升课堂教学效果的高校教师热情养成与表达研究"(师政教学[2015]115号)
关键词
教师热情
认知
传递
teachers' enthusiasm
cognitive
transfer
