【摘要】 采用随机整群抽样抽取505名中小学教师作为被试,其中,男教师189名,女教师271名,年龄均在25至55岁之间。采用教学效能感问卷进行施测,基于项目反应理论,对测试结果进行分析,得出所有项目的区分度、难度和项目信息峰值,参考项目区分度、难度及项目信息函数峰值对教学效能感量表做了修订,再运用结构方程模型、层面理论技术和最小空间分析对修订后的量表进行质量检验,结果表明修订后的量表测量拥有更为清晰的结构效度和更高的信度,测量更为精确。运用SPSS15.0管理数据,运用Hudap6.0和MULTILOG 7.03分析数据,研究得出如下五个结论:1)教学效能感量表为单一维度,可以使用项目反应理论进行分析;2)修订后的量表项目的区分度、难度更为合理;3)修订后的量表的测验信息峰值较原量表稍低;4)修订前后量表对应层面元素之间存在高相关;5)量表的三个方面内容结构得以证实,即学生品德行为教育、课堂组织管理和知识传授。更多还原

【Abstract】 Based on Item Response Theory,item discrimination,difficulty and information function peak of the items are derived from the data collected with a sample of 505(189 male and 271 female) secondary and middle school teachers responding to the teaching efficacy scale(TES).Respondents were randomly selected in Guizhou Province aged between 25 and 55.Referenced to item property indexes including discrimination,difficulty and information function peak the instrument TES was revised.The psychometric properties of the revised TES were evaluated by facet theory approach and the smallest space analysis.The results suggest that the revised TES is more accurate for survey the status of teaching efficacy of primary and secondary school teachers.SPSS15.0 software is employed to manage data and MULTILOG 7.03 software is used to analyze item parameters of the focus questionnaire.Facet theory approach and the smallest space analysis are performed to confirm scale quality of the revised TES.Finally,five solutions were concluded as the following: 1.The teaching efficacy scale is one-dimensional which can be revised through item response theory approach.2.The item discriminations,difficulties of the new scale are with reasonable scopes.3.The test information function peak of the new scale is smaller.4.The corresponding elements of old and new scales have significantly high positive correlation.5.It is confirmed that the structure of three elements is clear.The three elements are: behavior and moral education of student,organization and management of classroom and knowledge transfer.更多还原