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中國河北省職業教育機構教學領導教師自我效能與課堂教學質量調查問卷

誠邀您參加一項關于中國河北省職業教育機構中教學領導教師自我效能與課堂教學質量的學術研究。參與完全自愿且匿名。本問卷預計需要8至12分鐘，不收集個人身份識別信息。若您繼續填寫，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. 最高學歷/Highest educational qualification

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

5. 職業教育機構類型/Type of vocational education institution

公辦/Public民辦/Private其他/Other

6. 任教領域或部門/Teaching area or department

7. 專業職稱或崗位級別/Professional title or rank

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

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

是/Yes否/No

B部分教學領導/Section B Instructional Leadership

9. 教學領導行為評價/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

學校領導向教師清楚傳達教學目標。/School leaders communicate clear instructional goals to teachers.

學校領導強調教學與學習是學校工作的核心重點。/School leaders emphasise teaching and learning as central priorities of the institution.

學校領導就課程目標如何落實到課堂教學中提供指導。/School leaders provide guidance on how curriculum objectives should be implemented in classroom teaching.

學校領導以建設性的方式關注教學計劃的落實情況。/School leaders monitor the implementation of instructional plans in a constructive way.

學校領導提供有助于教師改進教學實踐的反饋。/School leaders provide feedback that helps teachers improve their teaching practice.

學校領導鼓勵教師討論教學問題和改進策略。/School leaders encourage teachers to discuss teaching problems and improvement strategies.

學校領導支持與課堂教學相關的教師專業發展活動。/School leaders support professional development activities related to classroom teaching.

學校領導盡量減少不必要行政事務對教師教學時間的干擾。/School leaders protect teachers' instructional time from unnecessary administrative interruption.

學校領導鼓勵教師采用能夠促進學生學習的教學方法。/School leaders encourage the use of teaching approaches that improve student learning.

學校領導營造重視教學持續改進的學校氛圍。/School leaders create a school climate that values continuous improvement in teaching.

學校領導認可教師改進課堂教學的努力。/School leaders recognise teachers' efforts to improve classroom instruction.

學校領導促進教師之間圍繞教學改進開展合作。/School leaders promote collaboration among teachers for instructional improvement.

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

10. 教師自我效能評價/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策略幫助學生理解較難內容。/I can use different teaching strategies to help students understand difficult content.

當學生沒有理解課程內容時，我能夠調整自己的教學。/I can adjust my teaching when students do not understand the lesson.

我能夠設計促使學生積極參與的學習活動。/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習的有序課堂環境。/I can maintain an orderly classroom environment that supports learning.

我能夠激勵學習興趣較低的學生。/I can motivate students who show low interest in learning.

我能夠提出能夠激發學生思考的問題。/I can ask questions that stimulate students' thinking.

我能夠提供幫助學生改進學習的反饋。/I can provide feedback that helps students improve their learning.

我能夠有效組織實踐性或任務導向的學習活動。/I can organise practical or task-based activities effectively.

我能夠幫助學生將課堂學習與職業任務相聯系。/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習需求的學生。/I can support students with different learning needs in the same class.

我能夠使用適當標準評價學生學習。/I can evaluate students' learning using appropriate criteria.

D部分課堂教學質量/Section D Classroom Instructional Quality

11. 課堂教學質量評價/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

課堂時間通常能夠被有效用于學習活動。/Class time is generally used efficiently for learning activities.

課堂常規組織方式能夠支持學生學習。/Classroom routines are organised in a way that supports students' learning.

學生能夠獲得清晰的課堂任務要求。/Students are given clear expectations for classroom tasks.

課堂活動鼓勵學生解釋自己的觀點。/Classroom activities encourage students to explain their ideas.

課堂鼓勵學生進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.

教學活動要求學生將知識應用于有意義的任務中。/Teaching activities require students to apply knowledge to meaningful tasks.

12. 您對提升職業教育課堂教學質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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