高中英语教师教学效能感与课堂提问行为的研究

发布时间：2019-04-08 19:25

【摘要】：在我国,作为高中英语教师进行教育改革所应参考的重要依据,《普通高中英语课程标准》对教师提出了更新、更具挑战性的标准与要求。近年来,关于教师教学效能感的研究层出不穷。其中一些研究表明,教师教学效能感作为一种内在的信念,将影响教师的思考及行为,并影响新课程改革的顺利实施。已有的研究成果大部分都以大学教师作为研究对象,对高中英语教师的教学效能感与课堂提问行为的相关性研究则为之甚少。因此,作者对桂林市高中英语教师的教学效能感的现状和课堂提问行为的表现进行调查研究,并对两者的相关性进行分析,以期对桂林市高中英语教学提供一些有效的、可操作性的建议。本研究以问卷调查为研究手段,以桂林市的三所高中的英语教师为研究对象。桂林市高中英语教师教学效能感的调查问卷是在穆丽媛(2013)的调查问卷的基础上稍作修改而成。该问卷包括五个维度：教学计划和教学准备、课堂教学、教学管理、教学经验交流、教学评价和反思。高中英语课堂教学行为表现调查问卷是在姚利民(2004)编制的教师课堂教学行为调查卷的基础上稍作修改而成。该问卷包括四个维度：教师课堂提问的类型、教师课堂提问的分配、教师课堂提问的候问时间、教师课堂提问的反馈方式。本研究关注的三个问题为：(1)高中英语教师教学效能感的总体情况如何?(2)高中英语教师课堂提问行为的总体情况如何?(3)高中英语教师的教学效能感与课堂提问行为之间是否存在相关性。如果相关,如何相关?研究结果表明：(1)桂林市高中英语教师教学效能感处于中上等水平,其中教师在课堂教学方面表现出的效能感最高,其次是教学管理、教学评价和反思、教学计划与准备和人际关系。(2)总体来说,桂林市高中英语教师的课堂提问行为表现也比较好,但教师在课堂上提问时间分配的情况不够理想。(3)桂林市高中英语教师教学效能感与课堂提问行为呈现显著的正相关。根据调查结果,为了更好地提高桂林市高中英语教师的教学效能感以及不断改进他们的课堂提问行为,作者从教师和学校的角度分别提出几点可操作性的建议。于教师：增强教学信心；建立和谐人际关系；提高教师反思能力：用多元化信息武装自己；提问类型比例要合理：平均地给予每个学生回答问题的机会；灵活控制候问时间；给予适当反馈。于学校：积极营造学习英语的良好氛围：保障高中英语教师的职业发展；为教师提供更多精神上和物质上的支持。
[Abstract]:In our country, as the important basis for senior high school English teachers to carry out educational reform, the Standard of English Curriculum in General Senior High School puts forward new and more challenging standards and requirements for teachers. In recent years, researches on teachers' sense of teaching efficacy emerge one after another. Some studies show that teachers' sense of teaching efficacy, as an intrinsic belief, will affect teachers' thinking and behavior, as well as the smooth implementation of the new curriculum reform. Most of the existing research results focus on college teachers, but there is little research on the correlation between teaching efficacy and classroom questioning behavior of senior high school English teachers. Therefore, the author makes an investigation on the present situation of teaching efficacy and the performance of classroom questioning behavior of senior high school English teachers in Guilin, and analyzes the correlation between them, with a view to providing some effective teaching methods for senior high school English teaching in Guilin. Operational suggestions. In this study, questionnaires were used to study English teachers in three senior high schools in Guilin. The questionnaire of teaching efficacy of senior high school English teachers in Guilin was modified on the basis of MuLiYuan's (2013) questionnaire. The questionnaire includes five dimensions: teaching plan and preparation, classroom teaching, teaching management, teaching experience exchange, teaching evaluation and reflection. The questionnaire of classroom teaching behavior in senior high school is based on the questionnaire of teachers' classroom teaching behavior compiled by Yao Limin (2004). The questionnaire is based on the survey of teachers' classroom teaching behavior compiled by Yao Limin (2004). The questionnaire includes four dimensions: the type of teachers' classroom questioning, the allocation of teachers' classroom questioning, the waiting time of teachers' classroom questioning, and the feedback mode of teachers' classroom questioning. This study focuses on three issues: (1) what is the overall situation of high school English teachers' sense of teaching efficacy? (2) what is the overall situation of classroom questioning behavior of senior high school English teachers? (3) the teaching effectiveness of senior high school English teachers. Whether there is a correlation between sense of competence and classroom questioning behavior. If relevant, how does it relate? The results show that: (1) the sense of teaching efficacy of senior high school English teachers in Guilin is at the middle and top level, in which teachers show the highest sense of efficacy in classroom teaching, followed by teaching management, teaching evaluation and reflection. Teaching plan and preparation and interpersonal relationship. (2) generally speaking, the classroom questioning behavior of senior high school English teachers in Guilin is also better. However, teachers' allocation of questioning time in classroom is not ideal. (3) there is a significant positive correlation between teachers' sense of teaching efficacy and classroom questioning behavior. According to the results of the survey, in order to improve the teaching efficacy of senior high school English teachers in Guilin and to improve their classroom questioning behavior, the author puts forward some feasible suggestions from the perspective of teachers and schools, respectively, in order to improve the teaching efficacy of senior high school English teachers in Guilin and to improve their classroom questioning behavior. To teachers: to strengthen teaching confidence; to establish harmonious interpersonal relationship; to improve teachers' reflective ability; to arm themselves with diversified information; to ask questions in a reasonable proportion; to give each student the opportunity to answer questions on average; to control waiting time flexibly; Give appropriate feedback. In school: actively create a good atmosphere for learning English: to ensure the professional development of senior high school English teachers; to provide more moral and material support for teachers.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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