小学语文教师教学信念与教学行为的关系研究

发布时间：2018-02-10 19:48

本文关键词： 小学语文教师教学信念教学行为关系　出处：《江南大学》2017年硕士论文　论文类型：学位论文

【摘要】：小学阶段对人才成长的重要性不言而喻,加之近年来语文学科重要性的日渐提高,小学语文教师的专业发展受到越来越多的关注。教学信念与教学行为是教师教学有效性的保障。教师作为教学活动的组织者,他们的教学信念与教学行为之间存在着什么样的关系?面对复杂的教学环境,小学语文教师应当如何坚持合理性的教学行为呢?本研究基于知信行模式和计划行为理论,旨在从量化研究与质性研究两个角度对小学语文教师教学信念与教学行为之间的关系进行探讨。首先对核心概念进行了界定,同时确认了教学信念与教学行为的维度。接下来运用问卷法、访谈法、观察法和实物分析法综合分析小学语文教师教学信念与教学行为之间的关系,并探究现象背后的深层原因。研究中注重将不同来源的资料进行三角互证,以保证研究的效度。通过量化研究发现:小学语文教师教学信念和教学行为总体及各维度均倾向于进步取向;小学语文教师教学信念在年龄、教龄、学历、职称、学校性质上存在显著差异;小学语文教师教学行为在年龄、教龄、学历、职称、是否为班主任上存在显著差异;小学语文教师教学信念与教学行为之间存在显著的正相关;小学语文教师教学信念与教学行为之间存在显著性差异;小学语文教师的教学信念对教学行为具有显著预测作用。通过质性研究,验证和丰富了量化研究的结论,并探究出小学语文教师教学信念与教学行为不一致的主要原因:信念的坚定程度不够,容易动摇;行为动机不高;在尝试中受到挫折,未能坚持行为。基于以上研究结果,提出以下对策与建议:其一,增强小学语文教师对合理信念的坚定性,奠定行为基础。途径包括提高小学语文教师培训的效能和发挥教师发展共同体的作用。其二,加大小学语文教师对合理信念的认可度,激发行为动机。途径包括提高小学语文教师职业道德素养、强化合理教学行为效益预期和优化小学语文教师的考核标准。其三,提高小学语文教师合理教学行为的可能性,巩固行为效果。途径包括提高自身教学水平、为新教师配备专业导师和营造优良的教师文化氛围。
[Abstract]:It is self-evident importance to talents in primary school stage, the increasing importance of the Chinese subject in recent years, the professional development of primary school language teachers received more and more attention. The teaching beliefs and teaching effectiveness of teachers' teaching behavior is guaranteed. Teachers are the organizers of teaching activities, what is the relationship between teaching beliefs and their teaching behavior? In the face of the complex teaching environment, primary school Chinese teachers should be how to adhere to the teaching behavior rationality? This study is based on the KAP model and the theory of planned behavior, from two aspects to research quantitative research and qualitative research to explore the relationship between primary school Chinese teachers' teaching beliefs and teaching behaviors. Firstly, the core concepts the definition also confirmed the teaching beliefs and teaching behavior dimensions. Then using the method of questionnaire, interview, observation and material analysis The relationship between primary school Chinese teachers' teaching beliefs and teaching behavior analysis, and explore the deep-seated reasons behind the phenomenon. Pay attention to the different sources of data triangulation study, in order to ensure the validity of the study. Through the quantitative research found: primary school Chinese teachers' teaching beliefs and teaching behaviors and the overall dimensions are inclined to progress orientation; primary school Chinese teachers' teaching beliefs in age, seniority, education, job title, there are significant differences on the nature of the school; teaching behavior of primary school teachers in the age, seniority, education, job title, whether there are significant differences between class; there is a significant positive correlation between Chinese teachers' teaching beliefs and teaching behaviors of primary school; there was a significant difference between the Chinese teachers' teaching beliefs and teaching behaviors of primary school; primary school Chinese teachers' teaching beliefs have significant effects on teaching behavior. Through qualitative research, experience Permit and enrich the quantitative research conclusions, and to explore the main causes of primary school Chinese teachers' teaching beliefs and teaching behavior is not consistent: a firm belief degree is not enough, easy to shake; motivation is not high; the setbacks in the attempt, failing to adhere to behavior. Based on the above results, we put forward the following countermeasures and suggestions: 1. Primary school language teachers to enhance firm rational belief, lay the foundation. Behavior including ways to improve the effectiveness of primary school Chinese teacher training and teachers play the role of community development. Second, increase the primary school language teachers on rational belief recognition, stimulate motivation. Including ways to improve occupation moral quality of primary school teachers, strengthen the assessment of a reasonable standard of teaching the expected benefits and optimize the behavior of primary school Chinese teachers. Thirdly, the possibility of improving the reasonable teaching behavior of primary school teachers, consolidate the behavior way package effect. It includes improving the level of teaching, providing professional tutors for new teachers and creating a good cultural atmosphere for teachers.

【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

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