CAJ | 학술논문

本研究旨在探讨中小学教师的自我导向学习准备度及其与学习成效的关系。采用教育硕士自我导向学习准备度问卷和学习成效问卷对737名正在攻读教育硕士专业学位的中小学教师进行了调查。结果表明：（1）教育硕士的自我导向学习准备度普遍较高。（2）教育硕士的自我导向学习准备度存在显著的性别差异、教龄差异以及工作单位的差异。（3）教育硕士的自我导向学习准备度与其学习成效之间存在极其显著的正相关；教育硕士自我导向学习准备度的积极性、挑战性和自主性对其攻读教育硕士专业学位的学习成效具有显著的正向预测作用。
본연구지재탐토중소학교사적자아도향학습준비도급기여학습성효적관계。채용교육석사자아도향학습준비도문권화학습성효문권대737명정재공독교육석사전업학위적중소학교사진행료조사。결과표명：（1）교육석사적자아도향학습준비도보편교고。（2）교육석사적자아도향학습준비도존재현저적성별차이、교령차이이급공작단위적차이。（3）교육석사적자아도향학습준비도여기학습성효지간존재겁기현저적정상관；교육석사자아도향학습준비도적적겁성、도전성화자주성대기공독교육석사전업학위적학습성효구유현저적정향예측작용。
The purpose of this study is to probe into the extent of preparation for self-directed learning of primary and secondary teachers and its relation with learning effect. Questionnaires about the extent of preparation for self-directed learning and learning effect were distributed to 737 primary and secondary teachers who are studying for education master degree. The results indicate that their extent of preparation for self-directed learning is generally large; there are significant differences in the aspects of gender, teaching ages and schools in the extent of preparation for self-directed learning; the extent of preparation for self-directed learning is strongly and positively related to the learning effect; the positivity, challenge and self-determination in the preparation for self-directed learning can positively predict the learning effect.