华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2021, Vol. 39 ›› Issue (5): 68-84.doi: 10.16382/j.cnki.1000-5560.2021.05.004

• 专刊 · 第二辑 • 上一篇    下一篇

教研员胜任力探究：多结构水平模型建构与运用

罗生全, 赵佳丽   

  1. 西南大学西南民族教育与心理研究中心/教育学部，重庆 400715
  • 出版日期:2021-05-20 发布日期:2021-05-24

Research on Competency of Teaching-research Officers: Construction and Application of Multi Structure Level Model

Shengquan Luo, Jiali Zhao   

  1. Center for Studies of Education and Psychology of Ethnic Minorities/Faculty of Education, Southwest University, Chongqing 400715, China
  • Online:2021-05-20 Published:2021-05-24

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摘要：

教研员作为深化基础教育教学改革、促进区域教育质量提升和推动教研转型发展的重要力量，其胜任力水平的高低能直接影响教研制度、教研理论与教研实践，并决定着我国特色教研系统建设成效。为找出教研员胜任教研岗位的职业特征和突出专业表现，研究基于数理循证思维，混合运用行为事件访谈、问卷调查等方法，厘清了教研员胜任力结构，构建出包括专业知识、课程建设、教学发展、科学研究、组织领导和专业品质六个维度的教研员胜任力理论模型，之后运用此模型探究教研员胜任力发展水平及作用机制，发现我国教研员总体能有效胜任教研工作，并在专业品质、教学发展和组织领导上有突出表现，在课程建设和科学研究上表现不稳定。为确证教研员胜任力发展的差异表现，研究在大数据理念和算法思维指导下，具体采用聚类分析、相关分析、回归分析等方法对样本数据进行深度挖掘，发现教研员之间存在明显的胜任力发展水平差异，划分出“消极谋生型”“乐教潜力型”和“积极强研型”三类教研员，此外还明确了教研员胜任力作用机制，发现教研员自我效能对胜任力有直接影响，组织氛围主要通过教研员自我效能来影响胜任力。当前为促进所开发教研员胜任力模型的创新应用，应着眼中国特色教研理论话语体系的构建，落实新时代基础教育教研系统发展要求；完善教研员“选评聘”一体化的进出机制，并以高素质专业化创新型愿景助力教研员转型。

关键词: 教研员, 胜任力, 教研, 自我效能, 组织氛围

Abstract:

Teaching-research officers play an important role in teaching reform of basic education, improved quality of regional education and the transformation and development of teaching research. Their competency level can directly affect the teaching-research system, teaching-research theory or teaching-research practice, and determine the construction of teaching-research system with Chinese characteristics. In order to identify the professional characteristics and outstanding professional performance of teaching-research officers, their competency structure was difined, based on mathematical evidence-based thinking and combined with behavioral event interview, questionnaire survey and other methods. Also, a theoretical model of teaching-research officers' competency was constructed, including professional knowledge, curriculum construction, teaching development, scientific research, organizational leadership and professional quality. Then we used this model to explore the development level and function mechanism of teaching-research officers. We find that they are generally competent for teaching and research work, outstanding in professional quality, teaching development and organizational leadership, but with unstable performance in curriculum construction and scientific research. In order to confirm the different performance of the competency development, under the guidance of big data concept and algorithm thinking, we used cluster analysis, correlation analysis, regression analysis and other methods to explore the sample data. It is found that there are obvious differences in competency development among teaching-research officers and there are three types of officers: "passive and survival ", "happy and potential" and "active and strong". In addition, the mechanism of faculty member competency is also clarified. It's found that faculty member self-efficacy has a direct impact on competency, and organizational climate mainly affects competency through faculty member self-efficacy. At present, in order to promote the innovative application of the competency model, we can focus on the construction of teaching-research theory discourse system with Chinese characteristics, meet the development requirements of teaching-research system of basic education in the new era. It's also important to improve the in-out mechanism of “selection, evaluation and appointment” and support the transformation of teaching-research officers with high-quality professional and innovative vision.

Key words: teaching-research officers, competency, teaching and research, self-efficacy, organizational climate