高中英语教师的自我效能感与课堂纠错行为的关系研究

发布时间：2018-01-30 20:18

本文关键词： 英语教学教师效能感教师纠错　出处：《福建师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：作为教学信念核心的教师自我效能感,是指教师对自己有效完成教学工作的一种能力的知觉与信念。已有研究表明,教师的自我效能感会影响教师的教学行为。面对学生在语言学习过程中出现的言语错误,不同自我效能感的教师采取的纠错方式不尽相同,其纠错的方式和质量对学生的言语习得起着重要的作用。本研究以福州市几所高中学校的英语教师及其所教授班的学生为研究对象,通过问卷调查、个人访谈以及课堂观察和录音等研究工具对高中英语教师的效能感与课堂纠错行为关系进行研究。具体内容为教师与学生对待错误的态度,教师在纠错内容、纠错时机、纠错方式、纠错主体等方面的行为是否与学生的需求一致,教师自我效能感的高、低与课堂纠错行为之间是否存在关系。研究结果表明,在对待错误和是否要纠错的态度上,教师和学生的观点具有显著的统一性。绝大多数师生都能正确合理地对待语言学习过程中出现的错误。面对是否要纠错的问题,师生们都表现出极为理性的一面,认为有必要进行纠错。研究指出教师的自我效能感与教师的课堂纠错行为存在着密切的关系。高、低效能感的教师在纠错内容、纠错时机、纠错方式和纠错主体等方面存在着显著的差异,并且高效能感的教师在很大程度上能够符合学生的期望,满足学生的认知和情感需求。研究还发现高效能感的教师认为语法和语音错误的纠正效果最明显,但在实际纠错过程中,他们对学生语音和语法错误的纠正频率并不高。本研究为今后相关课题的研究提供了一定的理论依据,同时促进了高中英语教师对自我效能感的提升和课堂纠错的把握,也为学校等相关部门开展有针对性和实效性的师资培养工作或教师自我发展的途径提供有价值意义的参考。
[Abstract]:As the core of teaching belief, teachers' self-efficacy refers to the perception and belief of teachers' ability to accomplish teaching work effectively. Teachers' self-efficacy will affect teachers' teaching behavior. In the face of students' speech errors in the process of language learning, teachers with different self-efficacy adopt different ways of correcting errors. The way and quality of error correction play an important role in language acquisition of students. Personal interviews and classroom observation and recording are used to study the relationship between teachers' sense of efficacy and classroom error-correcting behavior. The specific content is the attitude of teachers and students towards errors, and the teachers are correcting errors. Whether the behavior is consistent with the students' needs, whether the teacher's self-efficacy is high and low and whether there is a relationship between the error-correcting behavior and the error-correcting behavior in the classroom. In dealing with errors and whether to correct the attitude. Teachers and students have a significant unity of view. Most teachers and students can correctly and reasonably deal with the errors in the process of language learning and face the problem of whether or not to correct errors. Teachers and students have shown a very rational side that it is necessary to correct errors. The study points out that teachers' sense of self-efficacy and teachers' classroom error correction behavior have a close relationship. Teachers with low efficacy have significant differences in content, timing, ways and subjects of error correction, and teachers with high sense of efficacy can meet students' expectations to a great extent. The study also found that teachers with high efficacy thought that the correction of grammatical and phonetic errors was the most obvious, but in the process of correcting errors in practice. The frequency of correcting students' phonetic and grammatical errors is not high. This study provides a theoretical basis for future research on related topics. At the same time, it promotes the English teachers to improve their self-efficacy and grasp the classroom error correction. It also provides valuable reference for schools and other relevant departments to carry out targeted and effective teacher training work or the way of teachers' self development.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【参考文献】