大学英语教师效能感与教学成就归因研究

发布时间：2018-07-27 14:01

【摘要】：教师效能感和教学成就归因是构成教师内部认知的两个重要部分。教师效能感概念源于班杜拉的自我效能概念，是教师对自己影响学生学习行为和学习成绩能力的主观判断。教学成就归因的概念源于归因理论，是教师在完成了教学任务后对自己教学结果成败原因的一种主观性的认识。近年来，随着社会认知心理学的兴起，有关教师效能感与教学成就归因的研究已成为教师心理研究领域的重要课题。尽管许多研究者已意识到教师效能感是影响教与学的重要因素，积极的教学成就归因方式可以促进教师教学，但将二者联系在一起进行的研究总体上较少,且被研究对象多为中小学教师，大学英语教师的效能感与教学成就归因很少被关注。为了更好地了解大学英语教师的内心世界，帮助他们更有效地进行教学反思，，本研究尝试探讨大学英语教师的效能感与教学成就归因及二者间的关系,希望本研究对于大学英语教师的教学及自我发展有所帮助。在已有研究的基础上，本论文作者采用了定量研究的方法，使用问卷对成都理工大学的50名英语教师的效能感及教学成就归因进行了调查研究。本研究试图回答以下问题：第一，大学英语教师的效能感水平如何？第二，大学英语教师的效能感水平是否存在性别、学历、教龄方面的差异？第三，大学英语教师如何对教学成败进行归因？第四，大学英语教师的教学成就归因方式是否存在性别、学历、教龄方面的差异？第五，大学英语教师的效能感与其教学成就归因之间是否存在关系？本研究结果表明：1）大学英语教师的效能感水平总体较高，且教师的个人教学效能感水平高于其一般教学效能感水平；2）大学英语教师的效能感水平不存在性别、学历上的不同，只存在教龄上的差异；3）大学英语教师的归因方式是积极的，他们倾向于将成功归因于内部因素如教学能力及努力，而将失败归因于外部因素如教学背景及运气；4）大学英语教师的教学成就归因方式不存在性别、学历上的不同，只存在教龄上的差异；5）大学英语教师的效能感与教学成就归因之间存在一定程度的相关性。基于对研究结果的讨论，本论文作者对大学英语教师和学校管理层分别提出一些建议：大学英语教师应经常对自己的教学效果进行反思，加强与同事间的交流，提高对未来成功教学的期望；学校管理层应为大学英语教师提供更多交流的平台，激发教师进行自我提升，鼓励教师经常对自己的教学成败进行积极的归因。
[Abstract]:Teachers' sense of efficacy and attribution of teaching achievement are two important parts of teachers' internal cognition. The concept of teacher efficacy originates from Bandura's concept of self-efficacy, which is the subjective judgment of teachers on their own influence on students' learning behavior and academic performance. The concept of attribution of teaching achievement originates from attribution theory, which is a subjective understanding of the reasons for the success or failure of teachers' teaching results after they have completed their teaching tasks. In recent years, with the rise of social cognitive psychology, the research on teachers' sense of efficacy and attribution of teaching achievement has become an important subject in the field of teachers' psychological research. Although many researchers have realized that teacher efficacy is an important factor affecting teaching and learning and that positive attribution of teaching achievement can promote teachers' teaching, there is little research on the relationship between the two. Most of the subjects were primary and middle school teachers, and the college English teachers' sense of efficacy and attribution of teaching achievement were seldom paid attention to. In order to better understand the inner world of college English teachers and help them to reflect on teaching more effectively, this study attempts to explore the relationship between college English teachers' sense of efficacy, teaching achievement attribution and the relationship between them. It is hoped that this study will be helpful to the teaching and self-development of college English teachers. On the basis of previous studies, the author adopts a quantitative approach to investigate the efficacy and teaching achievement attribution of 50 English teachers in Chengdu University of Technology. This study attempts to answer the following questions: first, what is the efficacy of college English teachers? Second, are there any differences in the level of college English teachers' sense of efficacy in terms of gender, academic background and length of teaching? Third, how do college English teachers attribute the success or failure of teaching? Fourth, are there any differences in the attribution styles of college English teachers' teaching achievements in terms of gender, academic background, and length of teaching? Fifth, is there a relationship between college English teachers' sense of efficacy and their attribution of teaching achievements? The results of this study show that: 1) College English teachers have a higher level of efficacy, and teachers have a higher level of personal teaching efficacy than their average level of teaching efficacy. 2) there is no gender in the level of college English teachers' sense of efficacy. (3) the attribution style of college English teachers is positive. They tend to attribute success to internal factors such as teaching ability and effort. The failure is attributed to external factors such as teaching background and luck. 4) there is no gender in the attribution style of college English teachers' teaching achievement. 5) there is a certain correlation between college English teachers' sense of efficacy and teaching achievement attribution. Based on the discussion of the results of the study, the author puts forward some suggestions for college English teachers and school management: college English teachers should often reflect on their own teaching effects and strengthen communication with their colleagues. The school management should provide more communication platform for college English teachers, stimulate teachers to promote themselves, and encourage teachers to make positive attribution to their own teaching success or failure.
【学位授予单位】：成都理工大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H319;G645.1

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