大学英语教师自主及自我效能感对差异教学的影响

发布时间：2021-10-22 10:57

　　近年来,随着我国高等教育的普及,高等院校大学英语课程呈现出班额大、个体差异显著、学生英语水平参差不齐的现象,传统的教学模式再也难以满足学生的兴趣与需求。为了有效提高大学英语教学质量并促进学生的个性化发展,教育部在2017年颁布的《大学英语教学指南》中提出,各高校大学英语课程设置要照顾到学生的不同起点,充分体现个性化。大学英语教学应充分考虑学生个体差异和学习风格,运用合适、有效的教学方法。因此,在大学英语课堂中开展差异教学成为大学英语教学改革的必然趋势。同时,教师自主及自我效能感等教师变量作为影响教师有效实施差异教学重要因素引起了国内外学者的广泛关注。然而,现有研究虽探讨了教师自我效能感和差异教学的关系,以及教师自主和自我效能感之间的关系,但鲜少涉及教师自主及自我效能感对教师实施差异教学的影响,且很少集中于大学外语教学领域。因此,本研究尝试把教师自主及自我效能感划分为三个水平（高、中、低）,探讨不同自主水平和自我效能感水平的教师在实施差异教学上的差异。具体研究问题如下:（1）大学英语教师自主、自我效能感及差异教学现状如何?（2）性别、教龄和职称在多大程度上影响大学英语教师的差异教学实践?... 

【文章来源】：山东农业大学山东省

【文章页数】：96 页

【学位级别】：硕士

【文章目录】：
List of Abbreviation
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
    1.3 Overall Structure of the Present Research
Chapter Two Literature Review
    2.1 Differentiated Instruction
        2.1.1 The Definition and Theoretical Foundation of Differentiated Instruction
        2.1.2 Previous Research on Differentiated Instruction in Foreign LanguagePedagogy at Home and Abroad
    2.2 Teacher Autonomy
        2.2.1 Definition of Teacher Autonomy
        2.2.2 Previous Research on Teacher Autonomy in Foreign LanguagePedagogy at Home and Abroad
    2.3 Teacher Self-efficacy
        2.3.1 Definition of Teacher Self-efficacy
        2.3.2 Previous Research on Teacher Self-efficacy in Foreign LanguagePedagogy at Home and Abroad
    2.4 Research on the Relationships among Differentiated Instruction,TeacherAutonomy and Teacher Self-efficacy at Home and Abroad
    2.5 Limitations of Previous Research on Teacher Autonomy,TeacherSelf-efficacy and Differentiated Instruction
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Differentiated Instruction Questionnaire(DI-Quest)
        3.3.2 Teaching Autonomy Scale(TAS)
        3.3.3 Teachers’Self-efficacy Scale(TSES)
        3.3.4 Semi-structured Interview Schedule
    3.4 Data Collection
    3.5 Data Analysis
Chapter Four Results and Discussion
    4.1 The General Trend of Teacher Autonomy,Teacher Self-efficacy andDifferentiated Instruction
        4.1.1 Teacher Autonomy
        4.1.2 Teacher Self-efficacy
        4.1.3 Differentiated Instruction
    4.2 Influence of Background Variables
        4.2.1 Gender Differences in Differentiated Instruction
        4.2.2 Seniority Differences in Differentiated Instruction
        4.2.3 Professional Title Differences in Differentiated Instruction
    4.3 Effects of Teacher Autonomy and Teacher Self-efficacy on Differentiated Instruction
        4.3.1 The Effect of Teacher Autonomy on Differentiated Instruction
        4.3.2 The Effect of Teacher Self-efficacy on Differentiated Instruction
        4.3.3 The Effects of Teacher Autonomy and Teacher Self-efficacy on Differentiated Instruction
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications of the Present Research
    5.3 Limitations and Suggestions for Future Research
Bibliography
Appendixes
    Appendix I:Questionnaire on Teacher Autonomy,Teacher Self-efficacy andDifferentiated Instruction in College English Teaching
    Appendix II:Interview Schedule
Acknowledgements
Publications


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硕士论文
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[6]差异教学对非英语专业大学生英语写作能力的影响[D]. 刘章桔.重庆大学 2007



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