高中生物教师教学效能感现状及其与教学成败归因方式的相关性研究
发布时间：2019-04-17 19:42
【摘要】：随着Albert Bandura(班杜拉)的自我效能感概念的提出以及自我效能感理论的出现与完善,一系列以自我效能感为基础的关于教师的教学效能感的研究渐渐出现在人们的视野中。大量研究表明教师的教学效能感的高低能影响教师素质和教师行为,并间接影响学生的学习和发展。因此对教学效能感进行研究对提高教师的素质有重要的意义和价值。本研究以南充市为例选取高中生物教师作为调查对象,选取了9所高中的105位高中生物教师,以《高中生物教师教学效能感量表》和《教师教学归因量表》为研究工具进行问卷调查,收集数据后使用Excel和SPSS.17.0软件进行处理,得到的结果表明:(1)南充市高中生物教师总教学效能感处于中等水平(M=3.65),其中最高的是教学策略效能感(M=3.85),其次是互动交流效能感(M=3.75),最后是教学效果与评价效能感(M=3.66)和专业知识效能感(M=3.65)。(2)南充市高中生物教师的教学效能感在学校层次、学历上不存在显著差异(Sig0.05)。但是在学校层次这一变量中,不同层次的学校的高中生物教师在教学策略和教学效果与评价这两个维度差异极其显著(Sig0.01),而在专业知识和互动交流两个维度没有显著差异(Sig0.05)。(3)南充市高中生物教师的教学效能感在性别上存在极其显著的差异(Sig0.01)。不同性别的高中生物教师在教学策略、教学效果与评价、互动交流这三个维度的效能感差异均极其显著(Sig0.01)。(4)南充市高中生物教师倾向于将教学成功归因于自身内部的因素如自身的能力、自身的状态以及自身的努力。同时学生的能力与教材难易程度同样重要,而他人帮助和运气因素并不重要;将教学失败归因于学生能力不足或努力不够以及教材难度太大,自身能力弱、自己不够努力,不重视运气因素的影响。(5)教师的教学归因方式中将教学成功归因于自身内部因素的归因方式与教学效能感有较强的正相关性,并且高中生物教师教学归因方式中将教学成功归因于自身内部因素的归因方式对教学效能感有较高的预测性。通过以上调查结果,本研究从主观和客观两方面出发,以教学归因方式为切入点,提出了几点有利于提高教学效能感的建议。主观方面:提升自己的竞争力;保持自信并保持良好的身体状态和心理状态;有意识的培养积极正确的归因方式。客观方面:社会和学校要完善教师培训体系和健康保障体系;减轻教师工作的压力;关注教师归因并指导教师进行归因训练。通过提高自身竞争力和培养更合理的积极的归因方式来提高教师的教学效能感,这对教师的行为会产生积极的影响,也会更有利于学生的教育和发展。
[Abstract]:With the introduction of Albert Bandura (Bandura's concept of self-efficacy and the appearance and perfection of the theory of self-efficacy, a series of researches on teachers' teaching efficacy based on self-efficacy gradually appear in people's field of view. A large number of studies have shown that teachers' sense of teaching efficacy can affect the quality and behavior of teachers and indirectly affect students' learning and development. Therefore, it is of great significance and value to study the teaching efficacy to improve the quality of teachers. This study takes Nanchong City as an example to select senior high school biology teachers as the object of investigation, and choose 105 senior high school biology teachers from nine high schools. The questionnaire was conducted with the Senior High School Biology Teachers' Teaching efficacy scale and the Teachers' Teaching Attribution scale. The data were collected and processed by Excel and SPSS.17.0 software. The results show that: (1) the total teaching efficacy of biology teachers in Nanchong City is at the middle level (Mx3.65), the highest of which is the sense of teaching strategy efficacy (Mx3.85), followed by the sense of interaction and communication (Mx3.75), the highest of which is the sense of efficacy of teaching strategies (Mx3.85), and the second is the sense of interactive communication. Finally, there is no significant difference (Sig0.05) between teaching effect and evaluation efficacy (Mx3.66) and professional knowledge efficacy (Mx3.65). (2) in high school biology teachers in Nanchong City at the school level. But in the variable of school level, the difference between teaching strategy, teaching effect and evaluation of high school biology teachers at different levels is extremely significant (Sig0.01). However, there was no significant difference in the two dimensions of professional knowledge and interactive communication (Sig0.05). (3). The teaching efficacy of biology teachers in Nanchong City was significantly different in terms of gender (Sig0.01). Senior high school biology teachers of different sexes in teaching strategies, teaching effects and evaluation, Sig0.01). (4) the biology teachers in Nanchong City tend to attribute the success of teaching to their own internal factors, such as their own ability, their own state and their own efforts. At the same time, the ability of students is as important as the difficulty of teaching materials, but the factors of others' help and luck are not important. The failure of teaching is attributed to the lack of ability or effort of the students, as well as the difficulty of teaching materials, their weak ability, and their own insufficient efforts. (5) there is a strong positive correlation between the attribution way of teaching success and the sense of teaching efficacy, which attributes the success of teaching to internal factors, and does not pay much attention to the influence of luck factors. (5) the attribution mode of teaching success is attributed to its own internal factors. And in the teaching attribution mode of senior high school biology teachers, the attribution mode which attributes the teaching success to its own internal factors has a high predictive value for teaching efficacy. Based on the above results, this study starts from the subjective and objective aspects, taking the teaching attribution as the starting point, and puts forward some suggestions which are helpful to improve the teaching efficacy. Subjective aspects: improve their competitiveness; maintain self-confidence and maintain a good physical and psychological state; consciously cultivate positive and correct attribution. Objective aspect: the society and the school should perfect the teacher training system and the health guarantee system; lighten the pressure of the teacher work; pay attention to the teacher attribution and guide the teacher to carry on the attribution training. In order to improve teachers' sense of teaching efficacy by improving their own competitiveness and cultivating more reasonable positive attribution, this will have a positive impact on teachers' behavior, and will also be more conducive to the education and development of students.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
本文编号：2459741
[Abstract]:With the introduction of Albert Bandura (Bandura's concept of self-efficacy and the appearance and perfection of the theory of self-efficacy, a series of researches on teachers' teaching efficacy based on self-efficacy gradually appear in people's field of view. A large number of studies have shown that teachers' sense of teaching efficacy can affect the quality and behavior of teachers and indirectly affect students' learning and development. Therefore, it is of great significance and value to study the teaching efficacy to improve the quality of teachers. This study takes Nanchong City as an example to select senior high school biology teachers as the object of investigation, and choose 105 senior high school biology teachers from nine high schools. The questionnaire was conducted with the Senior High School Biology Teachers' Teaching efficacy scale and the Teachers' Teaching Attribution scale. The data were collected and processed by Excel and SPSS.17.0 software. The results show that: (1) the total teaching efficacy of biology teachers in Nanchong City is at the middle level (Mx3.65), the highest of which is the sense of teaching strategy efficacy (Mx3.85), followed by the sense of interaction and communication (Mx3.75), the highest of which is the sense of efficacy of teaching strategies (Mx3.85), and the second is the sense of interactive communication. Finally, there is no significant difference (Sig0.05) between teaching effect and evaluation efficacy (Mx3.66) and professional knowledge efficacy (Mx3.65). (2) in high school biology teachers in Nanchong City at the school level. But in the variable of school level, the difference between teaching strategy, teaching effect and evaluation of high school biology teachers at different levels is extremely significant (Sig0.01). However, there was no significant difference in the two dimensions of professional knowledge and interactive communication (Sig0.05). (3). The teaching efficacy of biology teachers in Nanchong City was significantly different in terms of gender (Sig0.01). Senior high school biology teachers of different sexes in teaching strategies, teaching effects and evaluation, Sig0.01). (4) the biology teachers in Nanchong City tend to attribute the success of teaching to their own internal factors, such as their own ability, their own state and their own efforts. At the same time, the ability of students is as important as the difficulty of teaching materials, but the factors of others' help and luck are not important. The failure of teaching is attributed to the lack of ability or effort of the students, as well as the difficulty of teaching materials, their weak ability, and their own insufficient efforts. (5) there is a strong positive correlation between the attribution way of teaching success and the sense of teaching efficacy, which attributes the success of teaching to internal factors, and does not pay much attention to the influence of luck factors. (5) the attribution mode of teaching success is attributed to its own internal factors. And in the teaching attribution mode of senior high school biology teachers, the attribution mode which attributes the teaching success to its own internal factors has a high predictive value for teaching efficacy. Based on the above results, this study starts from the subjective and objective aspects, taking the teaching attribution as the starting point, and puts forward some suggestions which are helpful to improve the teaching efficacy. Subjective aspects: improve their competitiveness; maintain self-confidence and maintain a good physical and psychological state; consciously cultivate positive and correct attribution. Objective aspect: the society and the school should perfect the teacher training system and the health guarantee system; lighten the pressure of the teacher work; pay attention to the teacher attribution and guide the teacher to carry on the attribution training. In order to improve teachers' sense of teaching efficacy by improving their own competitiveness and cultivating more reasonable positive attribution, this will have a positive impact on teachers' behavior, and will also be more conducive to the education and development of students.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
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