新手中学语文教师教学效能感与文本解读能力关系的研究

发布时间：2018-03-31 13:33

本文选题：入职　切入点：新手语文教师　出处：《南京师范大学》2017年硕士论文

【摘要】：教学效能感水平是考察新手中学语文教师专业发展水平的重要标志,而文本解读能力则是语文教师专业发展中最为重要的专业能力之一。因此,若能了解新手中学语文教师教学效能感与文本解读能力的现状及两者之间的关系,从中发现问题并作出分析,将对新手中学语文教师的专业发展产生积极影响。本论文包括三个主要部分:首先,从教师专业发展角度,在理论上讨论了新手中学语文教师教学效能感和文本解读能力的关系,为之后的实证研究奠定基础。教师教学效能感随着新手教师向熟手教师发展而逐步提升,其中在影响新手中学语文教师教学效能感的众多因素中,文本解读能力是较为重要的因素之一。经过调查,确定了文本解读能力的内涵与构成,为进一步的研究做好准备。其次,采用俞国良、辛涛、申继亮等人编制的《教师教学效能量表》,以及自制的《新手中学语文教师文本解读能力自我评价调查问卷》,选取114名入职三年的中学语文教师,对他们的教学效能感和文本解读能力自我评价进行调查。调查结果显示:(1)新手中学语文教师的教学效能感总体处于中等偏上水平,其中个人教学效能感显著高于一般教育效能感,学历对教学效能感具有显著影响;(2)新手中学语文教师的文本解读能力自我评价处于较高水平,学历、专业背景、入职年限对其具有显著的影响;(3)文本解读能力自我评价对教学效能感总体及个人教学效能感均有影响,但影响力较小,专业背景在这一影响关系中起调节作用,而文本解读能力自我评价对一般教育效能感无显著影响。最后,针对实证调查的结果,进行了讨论与分析。第一,新手中学语文教师的个人教学效能感显著高于一般教育效能感,主要是因为职前教育课程设置不够合理,新手教师自身的教育理想信念有待加强。高学历的新手教师由于接受过更加系统深入的学习,表现出更高的教学效能感。第二,高学历、师范专业背景、入职时间长的新手教师文本解读能力自我评价更高,这与他们接受过更加专业的学习、始终像一个教师那样进行训练并在实践中不断反思是分不开的。第三,文本解读能力是客观的,对文本解读能力的自我评价则是主观的,后者可以反映前者。根据文本解读能力自我评价对教学效能感影响的调查结果可知,文本解读能力是教学效能感的影响因素之一,教育专业训练有助于提升文本解读能力。
[Abstract]:The level of teaching efficacy is an important symbol of the professional development of Chinese teachers in novice middle schools, and the ability of text interpretation is one of the most important professional abilities of Chinese teachers. If we can understand the present situation and the relationship between the sense of teaching efficacy and the reading ability of the Chinese teachers in the novice middle school, we can find out the problems and make an analysis. This paper includes three main parts: first, from the perspective of teachers' professional development, This paper theoretically discusses the relationship between the teaching efficacy and the text reading ability of the Chinese teachers in the novice middle school, which lays the foundation for the later empirical research. The teaching efficacy of the new middle school Chinese teachers is gradually improved with the development of the novice teachers to the familiar teachers. Among the many factors that affect the sense of teaching efficacy of Chinese teachers in novice middle schools, the text reading ability is one of the more important factors. Prepare for further research. Secondly, use Yu Guoliang, Xin Tao, The teacher teaching efficacy scale developed by Shen Jiliang et al., and the self-made questionnaire of self-evaluation of Chinese teachers' reading ability in novice middle schools, were used to select 114 middle school Chinese teachers who had been in service for three years. The results show that the teaching efficacy of novice middle school Chinese teachers is generally at the middle level, and the self-evaluation of their ability to interpret the text shows that the teaching efficacy of the novice middle school Chinese teachers is generally at the middle and upper level. Among them, the sense of personal teaching efficacy is significantly higher than the general sense of educational efficacy, and the educational background has a significant impact on the sense of teaching efficacy.) the self-evaluation of the Chinese teachers' text reading ability of novice middle school is at a higher level, with academic background and professional background. (3) the self-evaluation of text interpretation ability has an effect on the overall and personal teaching efficacy, but the influence is relatively small, and the professional background plays a regulating role in this relationship. However, the self-evaluation of text interpretation ability has no significant effect on general educational efficacy. Finally, the results of empirical investigation are discussed and analyzed. The sense of personal teaching efficacy of Chinese teachers in novice middle schools is significantly higher than that of general education efficiency, mainly because the curriculum of pre-service education is not reasonable. The novice teachers' own educational ideals and beliefs need to be strengthened. The novice teachers with higher educational qualifications have a higher sense of teaching efficacy because they have received more systematic and in-depth study. Second, they have a high degree of education and a teacher's professional background. New teachers who have been on the job for a long time have a higher self-evaluation of their ability to interpret the text, which is inseparable from the fact that they have received more professional learning, have always been trained as a teacher and constantly reflect on it in practice. Third, The text reading ability is objective, the text reading ability self-evaluation is subjective, the latter can reflect the former. Text reading ability is one of the influential factors of teaching efficacy, and educational professional training helps to improve text reading ability.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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