高中英语教师中介作用与学习者自我效能感的相关性研究
发布时间：2018-08-06 20:17
【摘要】：基础教育课程改革要求教师贯彻执行以学生为中心的教育理念,尊重学生情感、个性和发展的愿望。诸多研究表明,学习者的自我效能感是影响学生学习态度的关键因素,也对学习过程及学业成绩产生重要影响。因此有必要探讨教师在提高学生的学习自我效能感上可以发挥的作用。回顾以往文献,发现很多研究是专注于从学习者角度去调查分析学习者自我效能感,鲜少注意到教师在其中的作用。因此,本文试图从教师角度,探讨其中介作用对学生自我效能感的影响。基于此,本研究的研究问题如下:(1)高中英语教师中介作用的实施情况;(2)高中生的英语学习自我效能感水平;(3)英语教师中介作用与学生自我效能感之间的相关性。本研究的被试对象来自于南昌实验中学的学生和老师。其中,教师对象为36名,学生对象为高一、高二、高三学生共213名。研究工具包括对英语教师中介作用调查问卷,学生自我效能感调查问卷,学生期末考试英语成绩以及访谈。通过SPSS17.0对所搜集的数据进行描述统计和皮尔森相关分析,并对访谈录音进行转写分析。本研究的研究结果如下:1.高中英语教师中介作用总体实施情况良好,大多数被试教师在教学中经常发挥中介作用;2.高中生英语学习自我效能感水平总体中等稍偏下,并且学生自我效能感与其学业成绩呈正相关;3.教师中介作用与学生自我效能感水平呈正相关,即是英语老师越是经常发挥中介作用,其学生的学习自我效能感水平越高。最后,本文基于数据分析及访谈结果,针对如何更好的发挥教师中介,提高学生自我效能感提出了一些建议。教师不仅要创造良好的交互式课堂,更要注重给予合适的教学任务和教学内容。此外,也指出了本研究存在的局限性。
[Abstract]:The basic education curriculum reform requires teachers to carry out the student-centered education concept and respect the students' emotion, personality and development desire. Many studies have shown that learners' self-efficacy is the key factor to affect students' learning attitude, and also has an important impact on the learning process and academic achievement. Therefore, it is necessary to explore the role that teachers can play in improving students' sense of self-efficacy. Reviewing the previous literature, it is found that many studies focus on investigating and analyzing learners' self-efficacy from the perspective of learners, with little attention being paid to the role of teachers in it. Therefore, this paper attempts to explore the influence of its intermediary role on students' self-efficacy from the perspective of teachers. Based on this, the research questions are as follows: (1) the implementation of English teachers' intermediary role in senior high school; (2) the level of English learning self-efficacy of senior high school students; (3) the correlation between English teachers' intermediary role and students' self-efficacy. The subjects of this study were students and teachers from Nanchang Experimental Middle School. Among them, the teacher object is 36, the student object is the high school one, two, three students altogether 213. The research tools include a questionnaire on English teachers' intermediary role, a questionnaire on students' self-efficacy, English scores on students' final exams and interviews. The data collected are described and analyzed by SPSS17.0 and Pearson correlation. The results of this study are as follows: 1. The overall implementation of the intermediary role of English teachers in senior high school is good, and most of the subjects often play an intermediary role in teaching. The level of English learning self-efficacy of senior high school students is slightly lower than that of middle school students, and there is a positive correlation between students' self-efficacy and their academic achievement. There is a positive correlation between teacher mediation and the level of students' self-efficacy, that is, the more often English teachers play an intermediary role, the higher their learning self-efficacy level is. Finally, based on the data analysis and interview results, this paper puts forward some suggestions on how to better play teacher intermediary and improve students' self-efficacy. Teachers should not only create good interactive classroom, but also give appropriate teaching tasks and contents. In addition, the limitations of this study are also pointed out.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2168874
[Abstract]:The basic education curriculum reform requires teachers to carry out the student-centered education concept and respect the students' emotion, personality and development desire. Many studies have shown that learners' self-efficacy is the key factor to affect students' learning attitude, and also has an important impact on the learning process and academic achievement. Therefore, it is necessary to explore the role that teachers can play in improving students' sense of self-efficacy. Reviewing the previous literature, it is found that many studies focus on investigating and analyzing learners' self-efficacy from the perspective of learners, with little attention being paid to the role of teachers in it. Therefore, this paper attempts to explore the influence of its intermediary role on students' self-efficacy from the perspective of teachers. Based on this, the research questions are as follows: (1) the implementation of English teachers' intermediary role in senior high school; (2) the level of English learning self-efficacy of senior high school students; (3) the correlation between English teachers' intermediary role and students' self-efficacy. The subjects of this study were students and teachers from Nanchang Experimental Middle School. Among them, the teacher object is 36, the student object is the high school one, two, three students altogether 213. The research tools include a questionnaire on English teachers' intermediary role, a questionnaire on students' self-efficacy, English scores on students' final exams and interviews. The data collected are described and analyzed by SPSS17.0 and Pearson correlation. The results of this study are as follows: 1. The overall implementation of the intermediary role of English teachers in senior high school is good, and most of the subjects often play an intermediary role in teaching. The level of English learning self-efficacy of senior high school students is slightly lower than that of middle school students, and there is a positive correlation between students' self-efficacy and their academic achievement. There is a positive correlation between teacher mediation and the level of students' self-efficacy, that is, the more often English teachers play an intermediary role, the higher their learning self-efficacy level is. Finally, based on the data analysis and interview results, this paper puts forward some suggestions on how to better play teacher intermediary and improve students' self-efficacy. Teachers should not only create good interactive classroom, but also give appropriate teaching tasks and contents. In addition, the limitations of this study are also pointed out.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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