高中物理教师教学效能感现状及其与教学归因方式相关性研究

发布时间：2018-06-23 10:32

本文选题：高中物理教师 + 教学效能感　；参考：《河南师范大学》2015年硕士论文

【摘要】：20世纪70年代末期,随着班杜拉自我效能感概念的提出,一系列针对教师教学效能感的研究逐渐步入人们的视野。教师教学效能感水平的高低对教师教学行为的实施有着直接的影响,甚至对学生的学习和发展也会产生间接的影响。因此,对教师教学效能感展开研究有着实质性的意义和价值。本研究选取高中物理这一特定学科领域的教师作为研究对象,随机选取了新乡市五所高中的61名物理教师,采用问卷调查法展开研究。本研究所采用的工具有两个。一个是在基于前人的研究基础上编制的《高中物理教师教学效能感量表》,该量表包含教育认知、教学计划与准备、引导与促进学习、课堂组织与管理、交流与互动、教学效果评价六个维度,共37个题项;另一个是辛涛等人编制的教师教学归因量表。收集到的数据运用SPSS19.0软件进行处理分析,得出以下结论:(1)新乡市高中物理教师教学效能感整体上处于中等水平,其中教学计划与准备及引导与促进学习维度的效能感水平较高,课堂组织与管理、交流与互动及教学效果评价三个维度的效能感处于中等比较偏上且接近高效能感水平,教育认知维度的效能感水平则水平较低。(2)高中物理教师教学效能感在教龄、职称及学校类别上存在显著差异。在教龄这一变量上,各教龄阶段的物理教师在总体教学效能感及教学计划与准备、引导与促进学习、课堂组织与管理教学效果评价、交流与互动这五个维度上存在显著差异。(3)高中物理教师教学效能感在性别和学历这两个变量上不存在显著的差异。(4)高中物理教师倾向于把自己的教学成功归因于自身能力、学生水平高与教材内容易于理解以及自身努力,并不看重运气及他人帮助因素的影响。将教学失败归因于学生水平低与教材内容难度大、缺乏他人帮助等因素,他们并不重视运气因素的影响。(5)高中物理教师教学归因方式对其教学效能感有着较好的预测作用,且教师教学归因方式对其教学效能感也有着直接的影响。根据以上研究结论,本研究分别从教师和学校两个层面提出了提高教师教学效能感的策略性建议。教师层面的建议为:教师自身要有良好的职业意识,明确自身角色定位;教师要不断增强自信,形成合理的自我激励意识;教师要积极地进行自主学习,促进专业发展;教师要善于交流与沟通,构建和谐的人际关系;教师要学会反思,合理地进行教学归因。学校层面的建议为:完善教师培训体系,促进教师专业发展;建立有效的激励制度,提高教师能动性;营造和谐的校园环境,减小教师压力;组织教师进行归因训练,引导教师积极归因。
[Abstract]:In the late 1970s, with the introduction of the concept of Bandura's sense of self-efficacy, a series of researches on teachers' sense of teaching efficacy gradually stepped into people's vision. The level of teachers' teaching efficacy has a direct impact on the implementation of teachers' teaching behavior, and even has an indirect effect on the students' learning and development. Therefore, the research on teachers' teaching efficacy has substantial significance and value. In this study, 61 physics teachers from five senior high schools in Xinxiang City were randomly selected and investigated by questionnaire. There are two tools used in this study. One is the Senior High School Physics Teachers' sense of Teaching efficacy scale, which is based on previous studies. The scale includes educational cognition, teaching plan and preparation, guidance and promotion of learning, classroom organization and management, communication and interaction. There are six dimensions of teaching effect evaluation, with 37 items, and the other is the teacher's teaching attribution scale developed by Xin Tao et al. The collected data are analyzed by SPSS 19.0 software, and the following conclusions are drawn: (1) the teaching efficacy of senior high school physics teachers in Xinxiang City is at the middle level as a whole, among which the teaching plan and preparation, and the level of efficacy in guiding and promoting learning dimension are higher. The three dimensions of classroom organization and management, communication and interaction, and evaluation of teaching effect are on the middle side and close to the level of high efficacy. The level of efficacy in the dimension of educational cognition is lower. (2) there are significant differences in the teaching efficacy of senior high school physics teachers in terms of teaching age, professional title and school type. On the variable of teaching age, physics teachers in each teaching age stage have a sense of overall teaching efficacy, teaching plan and preparation, guide and promote learning, classroom organization and management of teaching effect evaluation. There are significant differences in the five dimensions of communication and interaction. (3) there is no significant difference in the teaching efficacy of high school physics teachers in the two variables of gender and academic qualifications. (4) Senior physics teachers tend to attribute their teaching success to their own abilities. The students' high level and the content of the textbook are easy to understand and their own efforts, and do not value the influence of luck and other people's help factors. The teaching failure is attributed to the low level of students, the difficulty of teaching materials, the lack of help from others, and so on. (5) the teaching attribution style of physics teachers in senior high school has a good predictive effect on their sense of teaching efficacy. And teachers'teaching attribution style also has a direct impact on their teaching efficacy. Based on the above conclusions, this study puts forward some strategic suggestions to improve teachers' teaching efficacy from two aspects: teachers and schools. The suggestions at the teacher level are as follows: teachers should have a good professional consciousness and define their role orientation, teachers should constantly enhance their self-confidence and form a reasonable sense of self-motivation, teachers should actively carry out autonomous learning and promote professional development. Teachers should be good at communicating and constructing harmonious interpersonal relations, and teachers should learn to reflect and reasonably carry out teaching attribution. The suggestions at school level are: perfecting teacher training system, promoting teacher professional development; establishing effective incentive system to improve teachers' initiative; creating harmonious campus environment, reducing teachers' pressure; organizing teachers' attribution training. To guide teachers to positive attribution.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7

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