网络环境中教师学习信念与专业发展动机的关系研究

Teachers' Motivation toward Professional Development and the Relationship with Self-efficacy about Web-base Learning

学习信念是动机的重要影响因素之一。文章以网络环境为背景，利用《网络环境中教师学习信念的调查问卷(TBWLS)》和《中小学教师基于网络的专业发展的动机水平调查问卷(WTPD)》两个工具，以112名中小学教师为调查对象，探讨其在网络环境中进行专业发展的过程中，其学习信念的种类与水平，并在此基础上，探讨其与动机的关系。该研究结果包括：(1)在网络环境中教师从事专业发展活动时所持有的学习信念包括3个维度，其专业发展动机包括4个维度；(2)网络环境中教师所持有的学习信念与在年龄和网络使用时间三个维度上没有明显的差异性，但在性别维度上有显著性差异；(3)教师基于网络的专业发展动机与其学习信念呈现显著正相关关系，高水平的学习信念可以引发高水平的动机

Belief of learning is the most effective element to motivation. The article based on the internet environment, used the TBWLS and the WTPD, investigating 112 teachers of elementary and junior middle school aiming at the sorts and level of belief of learning, and finds the relationship of belief of learning and motive. The conclusions are, (1) in the internet environment, consists of 3 dimensions, and their motive consists of 4 dimensions; (2) teachers' belief of learning and their using internet have no obvious different on age, but have obvious different on sex; (3) teachers' belief of learning and their motive have positive correlation, high level belief of learning can initiate high motive.