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中國河北省職業(yè)教育機(jī)構(gòu)教學(xué)領(lǐng)導(dǎo)教師自我效能與課堂教學(xué)質(zhì)量調(diào)查問卷

誠邀您參加一項(xiàng)關(guān)于中國河北省職業(yè)教育機(jī)構(gòu)中教學(xué)領(lǐng)導(dǎo)教師自我效能與課堂教學(xué)質(zhì)量的學(xué)術(shù)研究。參與完全自愿且匿名。本問卷預(yù)計(jì)需要8至12分鐘，不收集個(gè)人身份識(shí)別信息。若您繼續(xù)填寫，即表示您已理解研究目的并自愿參與。

You are invited to participate in an academic study on instructional leadership, teacher self-efficacy, and classroom instructional quality in vocational education institutions in Hebei Province, China. Participation is voluntary and anonymous. The questionnaire will take approximately 8 to 12 minutes. No personal identifying information will be collected. By continuing, you indicate that you understand the purpose of the study and agree to participate voluntarily.

作答量表/Response Scale

A部分基本信息/Section A Demographic Information

1. 性別/Gender

男/Male女/Female不愿透露/Prefer not to say

2. 年齡組/Age group

25歲以下/Below 2525-34歲/25-3435-44歲/35-4445-54歲/45-5455歲及以上/55 and above

3. 教學(xué)年限/Years of teaching experience

3年以下/Less than 33-5年/3-56-10年/6-1011-15年/11-1515年以上/More than 15

4. 最高學(xué)歷/Highest educational qualification

大專/Diploma本科/Bachelor碩士/Master博士/Doctorate其他/Other

5. 職業(yè)教育機(jī)構(gòu)類型/Type of vocational education institution

公辦/Public民辦/Private其他/Other

6. 任教領(lǐng)域或部門/Teaching area or department

7. 專業(yè)職稱或崗位級(jí)別/Professional title or rank

初級(jí)/Junior中級(jí)/Intermediate高級(jí)/Senior不適用/Not applicable其他/Other

8. 您是否教授涉及實(shí)踐或職業(yè)技能的課程/Do you teach courses involving practical or vocational skills

是/Yes否/No

B部分教學(xué)領(lǐng)導(dǎo)/Section B Instructional Leadership

9. 教學(xué)領(lǐng)導(dǎo)行為評(píng)價(jià)/Instructional Leadership Behavior Evaluation

非常不同意/Strongly Disagree
不同意/Disagree
一般不確定/Neutral
同意/Agree
非常同意/Strongly Agree

學(xué)校領(lǐng)導(dǎo)向教師清楚傳達(dá)教學(xué)目標(biāo)。/School leaders communicate clear instructional goals to teachers.

學(xué)校領(lǐng)導(dǎo)強(qiáng)調(diào)教學(xué)與學(xué)習(xí)是學(xué)校工作的核心重點(diǎn)。/School leaders emphasise teaching and learning as central priorities of the institution.

學(xué)校領(lǐng)導(dǎo)就課程目標(biāo)如何落實(shí)到課堂教學(xué)中提供指導(dǎo)。/School leaders provide guidance on how curriculum objectives should be implemented in classroom teaching.

學(xué)校領(lǐng)導(dǎo)以建設(shè)性的方式關(guān)注教學(xué)計(jì)劃的落實(shí)情況。/School leaders monitor the implementation of instructional plans in a constructive way.

學(xué)校領(lǐng)導(dǎo)提供有助于教師改進(jìn)教學(xué)實(shí)踐的反饋。/School leaders provide feedback that helps teachers improve their teaching practice.

學(xué)校領(lǐng)導(dǎo)鼓勵(lì)教師討論教學(xué)問題和改進(jìn)策略。/School leaders encourage teachers to discuss teaching problems and improvement strategies.

學(xué)校領(lǐng)導(dǎo)支持與課堂教學(xué)相關(guān)的教師專業(yè)發(fā)展活動(dòng)。/School leaders support professional development activities related to classroom teaching.

學(xué)校領(lǐng)導(dǎo)盡量減少不必要行政事務(wù)對(duì)教師教學(xué)時(shí)間的干擾。/School leaders protect teachers' instructional time from unnecessary administrative interruption.

學(xué)校領(lǐng)導(dǎo)鼓勵(lì)教師采用能夠促進(jìn)學(xué)生學(xué)習(xí)的教學(xué)方法。/School leaders encourage the use of teaching approaches that improve student learning.

學(xué)校領(lǐng)導(dǎo)營造重視教學(xué)持續(xù)改進(jìn)的學(xué)校氛圍。/School leaders create a school climate that values continuous improvement in teaching.

學(xué)校領(lǐng)導(dǎo)認(rèn)可教師改進(jìn)課堂教學(xué)的努力。/School leaders recognise teachers' efforts to improve classroom instruction.

學(xué)校領(lǐng)導(dǎo)促進(jìn)教師之間圍繞教學(xué)改進(jìn)開展合作。/School leaders promote collaboration among teachers for instructional improvement.

C部分教師自我效能/Section C Teacher Self-Efficacy

10. 教師自我效能評(píng)價(jià)/Teacher Self-Efficacy Evaluation

非常不同意/Strongly Disagree
不同意/Disagree
一般不確定/Neutral
同意/Agree
非常同意/Strongly Agree

我能夠使用不同教學(xué)策略幫助學(xué)生理解較難內(nèi)容。/I can use different teaching strategies to help students understand difficult content.

當(dāng)學(xué)生沒有理解課程內(nèi)容時(shí)，我能夠調(diào)整自己的教學(xué)。/I can adjust my teaching when students do not understand the lesson.

我能夠設(shè)計(jì)促使學(xué)生積極參與的學(xué)習(xí)活動(dòng)。/I can design learning activities that encourage students to participate actively.

我能夠有效處理課堂中的干擾性行為。/I can manage disruptive behaviour effectively during class.

我能夠維持有利于學(xué)習(xí)的有序課堂環(huán)境。/I can maintain an orderly classroom environment that supports learning.

我能夠激勵(lì)學(xué)習(xí)興趣較低的學(xué)生。/I can motivate students who show low interest in learning.

我能夠提出能夠激發(fā)學(xué)生思考的問題。/I can ask questions that stimulate students' thinking.

我能夠提供幫助學(xué)生改進(jìn)學(xué)習(xí)的反饋。/I can provide feedback that helps students improve their learning.

我能夠有效組織實(shí)踐性或任務(wù)導(dǎo)向的學(xué)習(xí)活動(dòng)。/I can organise practical or task-based activities effectively.

我能夠幫助學(xué)生將課堂學(xué)習(xí)與職業(yè)任務(wù)相聯(lián)系。/I can help students connect classroom learning with vocational tasks.

我能夠支持同一課堂中具有不同學(xué)習(xí)需求的學(xué)生。/I can support students with different learning needs in the same class.

我能夠使用適當(dāng)標(biāo)準(zhǔn)評(píng)價(jià)學(xué)生學(xué)習(xí)。/I can evaluate students' learning using appropriate criteria.

D部分課堂教學(xué)質(zhì)量/Section D Classroom Instructional Quality

11. 課堂教學(xué)質(zhì)量評(píng)價(jià)/Classroom Instructional Quality Evaluation

非常不同意/Strongly Disagree
不同意/Disagree
一般不確定/Neutral
同意/Agree
非常同意/Strongly Agree

課堂時(shí)間通常能夠被有效用于學(xué)習(xí)活動(dòng)。/Class time is generally used efficiently for learning activities.

課堂常規(guī)組織方式能夠支持學(xué)生學(xué)習(xí)。/Classroom routines are organised in a way that supports students' learning.

學(xué)生能夠獲得清晰的課堂任務(wù)要求。/Students are given clear expectations for classroom tasks.

課堂活動(dòng)鼓勵(lì)學(xué)生解釋自己的觀點(diǎn)。/Classroom activities encourage students to explain their ideas.

課堂鼓勵(lì)學(xué)生進(jìn)行比較分析或解決問題，而不僅僅是記憶信息。/Students are encouraged to compare, analyse or solve problems rather than only memorise information.

教學(xué)活動(dòng)要求學(xué)生將知識(shí)應(yīng)用于有意義的任務(wù)中。/Teaching activities require students to apply knowledge to meaningful tasks.

12. 您對(duì)提升職業(yè)教育課堂教學(xué)質(zhì)量還有其他建議或看法嗎？/Do you have any other suggestions or opinions on improving classroom instructional quality in vocational education?

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