高校思政课教师自我效能感与有效教学行为的影响因素分析

发布时间：2018-04-26 21:06

  本文选题：思政课教师 + 自我效能感　； 参考：《中国地质大学(北京)》2017年硕士论文

【摘要】：高等学校思想政治理论课在引导大学生坚定对马克思主义的信仰、对社会主义的信念,增强对改革开放和现代化建设的信心、对党和政府的信任等方面,发挥了重要的作用。新的形势对高等学校思想政治理论课教育教学提出了新的任务和要求。高等学校思想政治理论课教师是马克思主义理论和党的路线、方针、政策的宣讲者,社会主义意识形态和精神文明的传播者。如何正确引导大学生认识当今世界错综复杂的形势,正确认识肩负的历史使命等等问题摆在了高校思政课教师的面前。之选择高校思政课教师自我效能感与有效教学行为影响因素分析的研究,一方面可以帮助高校思政课教师更加准确地评价自己的教学工作,坚定自己的教学信念;另一方面可以在实际的教学工作中将教学行为充分转化为学生的学习成效,从而达到预定的教学目标,提高教学质量和水平。影响教师教学质量的两个重要环节:一是教师对自我教学能力的评估、判断和自信心即教师自我效能感;一是教师在教学情境中所使用的有助于教学的方式、方法、手段等即教师的有效教学行为。教师自我效能是教师主观地评价自己能够影响学习者成败的一种知觉、判断或信念,有效教学则是指教师能促进学生学习的各种具体、行之有效的行为表现。因此,了解影响高校思想政治理论课教师的自我效能感和有效教学行为的因素,并加以提高和改进就变得尤为重要了。本文在对自我效能、有效教学行为的概念和基础理论进行了阐释、并对相关的研究成果进行了梳理的基础上,对高校思政课教师自我效能感和有效教学行为的影响因素进行了理论研究;通过理论分析,汇总影响高校思政课教师自我效能感和有效教学行为的影响因素;并通过调查问卷的研究方法对高校思政课教师教学效能感和有效教学行为的各个影响因素进行分析,从而确定最终影响高校思政课教师自我效能感和有效教学行为的影响因素,并对各个影响因素对教师自我效能感和有效教学行为的影响程度量化进行了排序。分析结果表明,高校思政课教师的自我效能感与有效教学行为存在正相关关系,“个人教学自我效能”对“课堂维护”和“课程教学”影响较大,对“课前准备”和“课程设计”影响较小;“外部环境教学自我效能”对“课前准备”和“课程设计”影响较大,对“课堂维护”和“课程教学”影响较小。最后,提出了改进高校思政课教师教学行为,提高自我效能感的对策建议,以期提高高校思政课教师的自我效能感和有效教学行为,从而为祖国培养出更多具有马克思主义理论素养的社会主义接班人。
[Abstract]:The course of ideological and political theory has played an important role in guiding college students to firmly believe in Marxism, to socialism, to strengthen confidence in reform, opening up and modernization, and to trust the party and government. The new situation puts forward new tasks and requirements for the teaching of ideological and political theory courses in colleges and universities. The teachers of ideological and political theory in colleges and universities are the propagandists of Marxist theory and the Party's line, principles and policies, and the communicators of socialist ideology and spiritual civilization. How to correctly guide college students to understand the complicated situation in the world and to correctly understand the historical mission and so on has been put in front of the teachers of ideological and political courses in colleges and universities. On the one hand, it can help the ideological and political teachers to evaluate their teaching work more accurately and strengthen their teaching beliefs. On the other hand, the teaching behavior can be fully transformed into the students' learning effect in the actual teaching work, so as to achieve the predetermined teaching goal and improve the teaching quality and level. There are two important links that affect the teaching quality of teachers: one is the evaluation of teachers' self-teaching ability, the other is the self-efficacy of teachers, and the ways and methods used by teachers in teaching situations are helpful to teaching. Means is the effective teaching behavior of teachers. Teachers' self-efficacy is a kind of perception, judgment or belief that teachers can evaluate their own success or failure subjectively. Effective teaching refers to the concrete and effective behavior that teachers can promote students' learning. Therefore, it is very important to understand the factors that affect the teachers' self-efficacy and effective teaching behavior in the course of ideological and political theory in colleges and universities. In this paper, the concepts and basic theories of self-efficacy and effective teaching behavior are explained, and the related research results are combed out. This paper makes a theoretical study on the influencing factors of the teachers' self-efficacy and effective teaching behavior of ideological and political courses in colleges and universities, sums up the influencing factors on the self-efficacy and effective teaching behaviors of ideological and political teachers in colleges and universities through theoretical analysis. Through the research method of questionnaire, this paper analyzes the influencing factors of the teachers' sense of teaching efficacy and effective teaching behavior in colleges and universities, so as to determine the influencing factors of the teachers' self-efficacy and effective teaching behavior. The influence degree of each influencing factor on teachers' self-efficacy and effective teaching behavior is ranked. The results show that there is a positive correlation between the sense of self-efficacy and effective teaching behavior of ideological and political teachers in colleges and universities. "personal teaching self-efficacy" has a great influence on "classroom maintenance" and "curriculum teaching". It has little influence on "pre-class preparation" and "curriculum design", "external environment teaching self-efficacy" has great influence on "pre-class preparation" and "curriculum design", and has little effect on "classroom maintenance" and "curriculum teaching". Finally, the author puts forward some countermeasures and suggestions to improve the teaching behavior and self-efficacy of ideological and political teachers in colleges and universities, in order to improve the self-efficacy and effective teaching behavior of ideological and political teachers in colleges and universities. Thus cultivate more socialist successors with Marxist theoretical literacy for the motherland.
【学位授予单位】：中国地质大学(北京)
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G641
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本文编号：1807666