初中英语教师专业化发展与自我效能感的相关性研究

发布时间：2018-06-14 21:42

本文选题：初中英语教师 + 专业化发展　；参考：《信阳师范学院》2016年硕士论文

【摘要】：教师专业化发展与教师自我效能感相互影响和制约。近年米,国内外关于教师专业化发展和自我效能感的研究已有很多,涉及二者的相关性研究却相当稀少。基于我国英语教学的社会环境,本研究首先对初中英语教师专业化发展和自我效能感进行概念界定和相关文献综述。其次,作者分析初中英语教师专业化发展和自我效能感现状,以及性别和教龄对初中英语教师的专业化发展和自我效能感产生的影响。基于以上分析,本研究深入探讨初中英语教师专业化发展和自我效能感的相关性。本研究以信阳市170名初级中学英语教师为受试对象,以调查问卷为研究工具,对以教龄为基准分层抽取的16名教师进行访谈。本研究采用SPSS19.0软件,对所收集数据进行相关的分析。通过数据分析与讨论,本研究得出以下结论：据描述性统计显示,初中英语教师的专业化发展和自我效能感总体上均处于李克特五分制量表的中等偏上水平。初中英语教师专业化发展各维度的平均得分从低到高依次为：专业知识、专业化发展意识、专业技能、师德修养。专业技能和师德修养维度的发展水平明显高于专业知识和专业发展意识维度。自我效能感各个维度的平均分从低到高依次为：情感态度和跨文化培养、课堂组织与管理、学生参与、教学效果评价、师生家长互动、教学策略与技巧、教材处理与使用。教材处理与使用、教学策略与技巧、师生家长互动的效能感略高于情感态度和跨文化培养、课堂组织与管理、学生参与、教学效果评价。独立样本T检验和ANVOA分析结果分别表明,初中英语教师的专业化发展和自我效能感总体上不存在性别差异,而存在教龄上的显著性差异。通过访谈结果分析,散点图和Pearson相关系数验证,初中英语教师的专业化发展与自我效能感有显著的正相关性,即初中英语教师的专业化发展与自我效能感相互促进。最后,本论文在对教师专业发展理念调研问卷的基础上,研究其现状,提出具体的改进意见和建议。本研究的目的是为促进初中英语教师的发展提供有益的借鉴。其主要局限在于未对提出的促进教师发展的策略进行实验验证。
[Abstract]:Teachers' professional development and teachers' self-efficacy affect and restrict each other. In recent years, there have been a lot of researches on teachers' professional development and self-efficacy at home and abroad. Based on the social environment of English teaching in China, this study firstly defines the concept of English teachers' professional development and self-efficacy and summarizes the relevant literature. Secondly, the author analyzes the current situation of junior high school English teachers' professional development and self-efficacy, as well as the influence of gender and teaching age on junior high school English teachers' professional development and self-efficacy. Based on the above analysis, this study explores the correlation between junior high school English teachers' professional development and self-efficacy. In this study, 170 junior middle school English teachers in Xinyang City were selected as subjects, and a questionnaire was used as a research tool to interview 16 teachers who had been stratified based on their teaching age. This research uses SPSS 19.0 software, carries on the correlation analysis to the collected data. Through data analysis and discussion, this study draws the following conclusions: according to descriptive statistics, the professional development and self-efficacy of English teachers in junior high school are generally at the middle and upper level of Richter's five-point scale. The average scores of each dimension of junior English teachers' professional development are as follows: professional knowledge, professional development consciousness, professional skills and teachers' moral accomplishment. The development level of the dimensions of professional skills and teachers' moral accomplishment is obviously higher than that of professional knowledge and professional development consciousness. The average scores of each dimension of self-efficacy are as follows: emotional attitude and cross-cultural cultivation, classroom organization and management, student participation, teaching effect evaluation, teacher-student interaction, teaching strategies and skills, teaching materials processing and use. The treatment and use of teaching materials, teaching strategies and skills, the efficacy of teacher-student interaction are slightly higher than those of emotional attitude and cross-cultural cultivation, classroom organization and management, student participation, teaching effect evaluation. The results of independent sample T test and ANVOA analysis show that there is no gender difference in professional development and self-efficacy of English teachers in junior high school, but significant difference in teaching life. According to the analysis of interview results, scattered plot and Pearson correlation coefficient, there is a significant positive correlation between junior English teachers' professional development and self-efficacy, that is, the professional development and self-efficacy of junior middle school English teachers promote each other. Finally, on the basis of the questionnaire of teachers' professional development concept, this paper studies its present situation, and puts forward concrete suggestions and suggestions for improvement. The purpose of this study is to promote the development of junior high school English teachers. The main limitation is that the proposed strategies to promote the development of teachers are not verified experimentally.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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