在民族教师培训中对比和优先考虑维度:与LDA和fsqca进行的一致分析
PloS one
|September 18, 2025
概括
本研究探讨了使用计算文本分析和配置方法的民族教师教育. 它确定了关键主题,并为文化响应型教师培训计划提出了六条优化途径.
科学领域:
- 教育研究教育研究
- 社会科学 社会科学 社会科学
- 文化研究 文化研究
背景情况:
- 民族教师教育研究历来缺乏配置分析.
- 在理解影响民族教师教育发展的复杂因素方面存在差距.
- 本研究探讨了在民族教师教育中需要一个配置视角的需求.
研究的目的:
- 用混合方法方法分析民族教师教育研究的风景.
- 确定民族教师教育中的核心概念,研究热点和主题维度.
- 为民族教师教育制定优化途径和政策建议.
主要方法:
- 一种混合方法方法,将计算文本分析 (语义网络分析,知识映射) 与配置方法 (fsQCA) 结合起来.
- 从CNKI的PKU/CSSCI期刊 (2015-2025) 中分析了250篇同行评审的文章,使用了特定的关键词.
- 用于主题维度提取的 LDA 主题建模和用于路径分析的 fsQCA.
主要成果:
- 确定了五个核心概念集群 (发展,教师,民族,教育,地区) 和五个研究热点,其中"民族地区"占主导地位.
- LDA主题建模揭示了五个主题维度,从民族教育的地位到教师培训中的文化融合.
- fsQCA的分析给出了民族教师教育的六个不同的优化途径.
结论:
- 该研究提出了未来研究的双重轨迹,强调地理文化特异性和教师培训的普遍原则.
- 可行的政策建议包括多样化发展道和提高教学中的文化响应能力.
- LDA主题建模和fsQCA的新整合为分析民族教师教育中的因果复杂性提供了一种新的方法.
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