大学英语教师信念与教学行为的关系研究
发布时间：2018-08-08 12:30
【摘要】：近几年来,教师信念的研究逐步受到教育界越来越多的关注,教师信念对于确定教学目标、选择教学方法具有重要作用。但当前我国结合定量与定性方法研究大学英语教师信念及其影响因素进而探讨教师信念与教学行为关系的实证研究较少。本研究通过问卷调查、课堂观察和课后访谈的有机结合,对天津某大学的36位英语教师开展研究。研究发现:不同的大学英语教师的教师信念有交叉但又有各自的独特之处;教师信念主要受自身学习和受教育经历、职前培训学习、学校环境和学校教学目标等方面的影响,也会受到学生、教材、课堂容量和时长等因素的制约,并在以后的教学中不断改变和提升;教师信念与教学行为之间既有相关性也有差异性:教师信念会在一定程度上选择教学方法、限定教学行为,但实际教学中,受到多种因素的制约,教师行为与教学信念往往不完全一致。
[Abstract]:In recent years, more and more attention has been paid to the research of teachers' beliefs. Teachers' beliefs play an important role in determining teaching goals and choosing teaching methods. However, there are few empirical studies on college English teachers' beliefs and their influencing factors in our country, combining quantitative and qualitative methods, and then to explore the relationship between teachers' beliefs and teaching behaviors. In this study, 36 English teachers from a university in Tianjin were investigated by means of questionnaire, classroom observation and after-class interviews. It is found that teachers' beliefs of different college English teachers are intersected but have their own unique features, and teachers' beliefs are mainly influenced by their own learning and education experience, pre-service training learning, school environment and school teaching objectives, etc. It will also be restricted by students, teaching materials, classroom capacity and duration, and will continue to change and improve in the future teaching; There are correlations and differences between teachers' beliefs and teaching behaviors: to a certain extent, teachers' beliefs will choose teaching methods and limit teaching behaviors, but in actual teaching, they are restricted by many factors. Teacher behavior and teaching beliefs are often inconsistent.
【学位授予单位】：天津工业大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
本文编号：2171791
[Abstract]:In recent years, more and more attention has been paid to the research of teachers' beliefs. Teachers' beliefs play an important role in determining teaching goals and choosing teaching methods. However, there are few empirical studies on college English teachers' beliefs and their influencing factors in our country, combining quantitative and qualitative methods, and then to explore the relationship between teachers' beliefs and teaching behaviors. In this study, 36 English teachers from a university in Tianjin were investigated by means of questionnaire, classroom observation and after-class interviews. It is found that teachers' beliefs of different college English teachers are intersected but have their own unique features, and teachers' beliefs are mainly influenced by their own learning and education experience, pre-service training learning, school environment and school teaching objectives, etc. It will also be restricted by students, teaching materials, classroom capacity and duration, and will continue to change and improve in the future teaching; There are correlations and differences between teachers' beliefs and teaching behaviors: to a certain extent, teachers' beliefs will choose teaching methods and limit teaching behaviors, but in actual teaching, they are restricted by many factors. Teacher behavior and teaching beliefs are often inconsistent.
【学位授予单位】：天津工业大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
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