本文選題：大學(xué)生 + 魅力型教師　； 參考：《贛南師范學(xué)院》2014年碩士論文

【摘要】：百年大計(jì)，教育為本。教育在一定程度上決定了一個(gè)國(guó)家的發(fā)展?jié)摿εc發(fā)展實(shí)力。而教師作為傳道、授業(yè)、解惑者，在學(xué)校教育中起著至關(guān)重要的作用。因此，如何培養(yǎng)教師，培養(yǎng)怎么樣的教師成為了目前教師教育的熱點(diǎn)和焦點(diǎn)，雖然，不同時(shí)期不同國(guó)度的專(zhuān)家從各自擅長(zhǎng)的領(lǐng)域提出了不同的理論和觀點(diǎn)，，但是他們不約而同的提到要培養(yǎng)學(xué)生愛(ài)戴的老師，魅力型教師就是這樣的教師。本文把之前一直在組織領(lǐng)域研究的魅力型特質(zhì)引入教育領(lǐng)域，研究高校教師的魅力型特質(zhì)。把魅力型教師定義為是指擁有一種直觀的特別的吸引力、感染力、感召力和影響力的教師，他們能利用其自身魅力鼓勵(lì)學(xué)生并形成和諧的師生關(guān)系。 本文在構(gòu)建高校魅力型教師特質(zhì)的理論框架、探討高校魅力型教師特質(zhì)的結(jié)構(gòu)模型的基礎(chǔ)上，編制了較高質(zhì)量的高校魅力型教師特質(zhì)結(jié)構(gòu)問(wèn)卷（他評(píng)），并以此問(wèn)卷作為研究工具，采用多層線性分析方法考察了學(xué)校變量對(duì)魅力型教師特質(zhì)的影響。因此，本文主要分為兩個(gè)研究目的。一是編制較高質(zhì)量的高校魅力型教師特質(zhì)結(jié)構(gòu)問(wèn)卷。在該研究目的中，采用經(jīng)典測(cè)量理論（CTT）、結(jié)構(gòu)方程模型（SEM）等心理測(cè)量理論和方法編制問(wèn)卷，并對(duì)該問(wèn)卷進(jìn)行多種信效度檢驗(yàn)。另一研究目的為探討影響大學(xué)生被試對(duì)魅力型教師評(píng)判的個(gè)體變量和學(xué)校變量。由于數(shù)據(jù)存在嵌套關(guān)系，采用多層線性分析方法對(duì)數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析，考察了學(xué)校變量對(duì)魅力型教師特質(zhì)的影響。具體研究結(jié)果如下： （1）采用經(jīng)典測(cè)量理論（CTT）和結(jié)構(gòu)方程模型等心理測(cè)量理論和方法，編制了較高質(zhì)量的高校魅力型教師特質(zhì)結(jié)構(gòu)問(wèn)卷。該問(wèn)卷包含5個(gè)因子，分別為性格、品格、體格、資格和才格，共計(jì)35個(gè)題目。 （2）采用重測(cè)信度、分半信度、同質(zhì)信度以及內(nèi)容效度、構(gòu)想效度、區(qū)分效度和結(jié)構(gòu)方程模型，對(duì)問(wèn)卷進(jìn)行多種信效度檢測(cè)，結(jié)果顯示，問(wèn)卷具有較高信度和效度。 （3）采用結(jié)構(gòu)方程模型對(duì)問(wèn)卷進(jìn)行驗(yàn)證性因素分析，在比較一階單因素模型、一階5因素模型和二階單因素一階5因素模型后，結(jié)果顯示，高校魅力型教師的特質(zhì)結(jié)構(gòu)是一個(gè)有多個(gè)維度構(gòu)成的特質(zhì)結(jié)構(gòu)，由一階的性格、品格、體格、資格和才格5個(gè)因子共同解釋了一個(gè)高階的高校魅力型教師的特質(zhì)。 （4）采用多層線性分析技術(shù)，探討學(xué)校變量對(duì)魅力型教師特質(zhì)的影響。在采用三個(gè)模型進(jìn)行分析后，結(jié)果顯示：在資格因子上，被試學(xué)歷對(duì)教師資格與魅力型教師的關(guān)系存在顯著的負(fù)向預(yù)測(cè)作用。學(xué)校類(lèi)型對(duì)問(wèn)卷總分的學(xué)校均值差異有極其顯著的負(fù)向預(yù)測(cè)作用；在性格因子上，學(xué)校地域能夠加強(qiáng)被試學(xué)歷與性格因子之間的負(fù)向預(yù)測(cè)作用；學(xué)校類(lèi)型對(duì)高校魅力型教師品格因子得分的學(xué)校均值差異具有顯著的負(fù)向預(yù)測(cè)作用；在資格因子上，學(xué)校類(lèi)型能夠加強(qiáng)被試性別與資格因子之間正向預(yù)測(cè)作用；在才格因子上，學(xué)校地域能夠加強(qiáng)被試專(zhuān)業(yè)與魅力型教師才格因子之間正向預(yù)測(cè)作用。
[Abstract]:To a certain extent, education is based on education. Education determines the development potential and strength of a country to a certain extent. And teachers play a vital role in school education as a preaching, teaching, and dispel. Therefore, how to train teachers and cultivate teachers has become the focus and focus of current teacher education, although not at the same time The experts of different countries have put forward different theories and views from their respective fields, but they have made the same mention of the teachers who want to cultivate the students' love. The charismatic teacher is such a teacher. This article introduces the charismatic characteristics that have been studied in the organization field before and studies the charismatic characteristics of the college teachers. A charismatic teacher is defined as a teacher who has an intuitive, special appeal, appeal, inspiring and influential teachers who can use their own charm to encourage students and form a harmonious relationship between teachers and students.
In this paper, on the basis of the theoretical framework of the charismatic teacher characteristics of colleges and universities, and on the basis of the structural model of charismatic teachers in Colleges and universities, a high quality quality structure questionnaire for charismatic teachers of colleges and universities is compiled (his comment), and the questionnaire is used as a research tool and the multi linear analysis method is used to investigate the school variables to the charismatic teachers. Therefore, this paper is mainly divided into two research purposes. One is to compile a high quality quality structure questionnaire for charismatic teachers. In this study, a questionnaire is compiled with the theory and method of psychological measurement, such as CTT, SEM, and a variety of reliability and validity test. The purpose is to explore the individual variables and school variables that affect the college students' evaluation of the charismatic teachers. Because of the nesting relationship between the data, the data are analyzed by the multi-layer linear analysis method, and the influence of the school variables on the charismatic teachers' characteristics is investigated. The concrete results are as follows:
(1) by using the theory and methods of psychological measurement, such as the classical measurement theory (CTT) and the structural equation model, a high quality quality structure questionnaire for charismatic teachers is compiled. The questionnaire contains 5 factors, which are character, character, physique, qualification and talent, with a total of 35 questions.
(2) using retest reliability, semi reliability, homogeneity reliability and content validity, the validity, validity and structural equation model were conceived, and a variety of reliability and validity were tested on the questionnaire. The results showed that the questionnaire had high reliability and validity.
(3) the structural equation model is used to analyze the confirmatory factor of the questionnaire. After comparing the first order single factor model, the first order 5 factor model and the two order single factor first order 5 factor model, the result shows that the characteristic structure of the college charm teacher is a trait structure consisting of many dimensions, from the first order character, character, physique, qualification and talent 5 These factors explain the characteristics of a higher class charm teacher.
(4) the impact of school variables on the charismatic teacher characteristics is explored by using the multi-layer linear analysis technique. After the analysis of three models, the results show that the qualifications of the subjects have a significant negative predictive effect on the relationship between teacher qualifications and charismatic teachers. In character factors, the school region can strengthen the negative prediction between the educational background and the personality factor; the school type has a significant negative predictive effect on the school average difference in the score of the charismatic teacher's character factor, and the school type can strengthen the sexes on the qualification factor. There is a positive predictive effect between the qualification factor and the qualification factor, and in the talent factor, the school region can strengthen the positive predictive effect between the subject and the glamour teacher's talent factor.
【學(xué)位授予單位】：贛南師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：G645.1

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