师生人际行为的影响因素

心理发展与教育 ›› 2005, Vol. 21 ›› Issue (4): 68-72.

师生人际行为的影响因素

刘桂珍¹, 辛自强¹, 池丽萍²

1. 北京师范大学发展心理研究所, 北京, 100875;
2. 中华女子学院学前教育管理系, 北京, 100101

出版日期:2005-10-15 发布日期:2005-10-15
通讯作者: 辛自强,男,北京师范大学发展心理研究所讲师,博士.E-mail:xinziqiang@sohu.com. E-mail:xinziqiang@sohu.com
基金资助:
全国教育科学“十五”规划重点课题国家青年基金课题(CBA030045)

The Correlates of Teacher-student Interpersonal Behavior

LIU Gui-zhen¹, XIN Zi-qiang¹, CHI Li-ping²

1. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875;
2. Department of Preschool Education Administration, Women's College of China, Beijing 100101

Online:2005-10-15 Published:2005-10-15

摘要/Abstract

摘要： 以347名中小学教师为被试,采用问卷法从多方面探讨了师生人际行为的影响因素.研究发现,一方面师生人际行为有性别差异、城乡差异、学校级别差异,另一方面它受到教师信念和学生特点的影响,即不同年级的师生人际行为有不同的变化规律.研究结论有助于我们理解统计学特征、教师信念、学生特点等因素对师生人际行为的影响,对改善师生人际行为、提高教师素质有启发意义;另外,对师生人际行为的研究开辟了教师行为研究的新视角.

关键词: 师生人际行为, 教师信念, 师生关系

Abstract: In the present study the various correlates of teacher-student interpersonal behavior were explored through measurement of 347 teachers.The results showed that there were differences between teacher's interpersonal behavior of men and women,urban and rural areas,and different type of schools,and it was affected by teacher's beliefs and student's characteristics,that is to say,there were different change patterns of teacher's interpersonal behavior in different grades.The study and conclusion are helpful for understanding the influence of statistical variables,teacher's beliefs and student's characteristics on teacher's interpersonal behavior,which is heuristic to improvement of teacher-student interpersonal behavior and teacher's quality.Furthermore,the study on teacher-student interpersonal behavior provided a new perspective for the researches of teacher's behaviors.

Key words: teacher-student interpersonal behavior, teacher’s beliefs, teacher-student relationships

中图分类号:

刘桂珍, 辛自强, 池丽萍. 师生人际行为的影响因素[J]. 心理发展与教育, 2005, 21(4): 68-72.

LIU Gui-zhen, XIN Zi-qiang, CHI Li-ping. The Correlates of Teacher-student Interpersonal Behavior[J]. Psychological Development and Education, 2005, 21(4): 68-72.

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