俄罗斯汉语教师教学效能感研究

发布时间：2018-03-28 14:47

本文选题：汉语教师　切入点：俄罗斯　出处：《山东师范大学》2014年硕士论文

【摘要】：随着汉语教育事业的发展，尤其是在海外的迅猛发展，汉语教师的数量不断扩大，海外汉语教师数量不断增加。教师教学效能感作为研究教师素质的一个重要方面，能够帮助教师认识到如何提升自身的教育能力和坚定教师在教学中取得成功的信念，教学效能感还会影响教师的工作动机、工作积极性、教学投入程度等方面，最终会影响教师教学效果。本文选择俄罗斯汉语教师为研究对象，对俄罗斯汉语教师的教学效能感进行调查分析，得出影响俄罗斯汉语教师教学效能感的因素，最终提出提升俄罗斯汉语教师教学效能感的对策和建议。研究结果表明俄罗斯汉语教师的总体教学效能感呈现出正态分布状况。正偏差数值比较大，表明俄罗斯汉语教师的教学效能感普遍偏高，同时俄罗斯汉语教师在计划与准备、课堂管理、引导和促进学习以及教学效果评价四个维度的教学效能感要高于平均分，而教育认知和交流与互动两个维度的教学效能感要低于平均分，这表明俄罗斯汉语教师对自身的教学能力的信心比较足，，但是对于教师的教学效能感作用评价方面还存在不足。研究影响俄罗斯汉语教师的教学效能感的因素结果表明，教师的专业、教师的教龄和教师的性别对教学效能感没有显著性的影响，而教学环境对教师的教学效能感影响明显。本文主要分为五个部分。第一部分为绪论，主要介绍本文研究的缘起、研究目的、研究意义、研究方法及中国国内外对教师教学效能感的研究现状；第二部分阐述本文研究的理论基础，主要介绍罗特控制点理论、班杜拉的自我效能感理论、教师发展阶段理论，以及针对不同教师的教学效能感的差异分析，为全文的研究奠定理论基础；第三部分为调研结果分析，针对俄罗斯汉语教师的教学效能感进行实地调研分析，作为本文研究的事实依据；第四部分结合调研分析结果，探讨影响俄罗斯汉语教师的教学效能感的因素，尤其是教师专业、教龄、汉语教学环境和教师性别对教师教学效能感的影响；最后对本文研究进行总结。
[Abstract]:With the development of Chinese language education, especially in overseas, the number of Chinese teachers is expanding and the number of overseas Chinese teachers is increasing. It can help teachers realize how to improve their own educational ability and strengthen their belief of success in teaching. The sense of teaching efficacy will also affect teachers' motivation, enthusiasm and degree of teaching commitment. Finally, it will affect the teaching effect of teachers. In this paper, Russian Chinese teachers are selected as the research objects, and the teaching efficacy of Russian Chinese teachers is investigated and analyzed, and the factors that affect the teaching efficacy of Russian Chinese teachers are obtained. Finally, the countermeasures and suggestions to improve the teaching efficacy of Russian Chinese teachers are put forward. The results show that the overall teaching efficacy of Russian Chinese teachers shows a normal distribution, and the value of positive deviation is large. It shows that Russian Chinese teachers generally have a high sense of teaching efficacy, and at the same time, Russian Chinese teachers have a higher sense of teaching efficacy in the four dimensions of planning and preparation, classroom management, guidance and promotion of learning, and evaluation of teaching effects. However, the sense of teaching efficacy in the two dimensions of educational cognition and communication and interaction is lower than the average score, which indicates that Russian Chinese teachers have more confidence in their own teaching ability. However, there are still some deficiencies in the evaluation of teachers' teaching efficacy. The results of the study on the factors affecting the teaching efficacy of Russian Chinese teachers show that the teacher's specialty, Teachers' teaching age and teachers' gender have no significant influence on the sense of teaching efficacy, while the teaching environment has a significant impact on teachers' sense of teaching efficacy. This paper is divided into five parts. The first part is the introduction, which mainly introduces the origin, purpose, significance, research methods and the research status of teachers' teaching efficacy at home and abroad. The second part describes the theoretical basis of this study. This paper mainly introduces Rot's control point theory, Bandura's theory of self-efficacy, the theory of teacher development stage, and the difference analysis of different teachers' sense of teaching efficacy, so as to lay a theoretical foundation for the research of this paper. The third part is the analysis of the results of the investigation, aiming at the Russian Chinese teachers' sense of teaching efficacy, as the factual basis of this study; the fourth part combined with the results of the investigation and analysis, This paper probes into the factors that influence Russian Chinese teachers' sense of teaching efficacy, especially the influence of teachers' specialty, teaching years, Chinese teaching environment and teachers' gender on teachers' sense of teaching efficacy.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195

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