高中英语课堂中教师人际行为与学生学习动机的关系研究

发布时间：2018-03-05 06:19

本文选题：教师人际行为　切入点：动机　出处：《华中师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：在学习环境领域的研究中,越来越多的研究注重于教师的人际行为与学生的学科学习动机的联系。虽然该领域的研究已经在世界各国得到开展,但是在中国类似的研究却很少。本研究调查了在高中英语课堂中教师人际行与学生学习动机之间的关系。本研究的数据采自武汉一所重点高中2个班104个高二学生。教师的人际行为采用QTI问卷来收集。本研究中动机变量的构成是基于成就目标,自我效能,和期望价值理论。问卷具体的问题改选PALS。本研究分别从教师人际行为的8个分量：领导行为,友好行为,理解行为,给予学生自由的行为,犹豫行为,不满行为,惩诫行为,严格行为以及两个维度：亲和度(教师与学生的合作度),影响力(教师在与学生的交流过程中的控制度)来分析结果。本研究的描述性统计结果表明相比支配性的行为,学生感知到教师表现出更多的合作性行为。与其他国家相比,中国教师表现出中等合作性和高支配性的特点。女生对教师的人际行为的感知比男生积极。简单的相关分析显示,除了表现回避动向外,其他四个动机分量都与教师人际行为显著相关。掌握目标动向和自我效能感与教师的领导,友好,理解,给予学生自由以及严格行为呈正相关。表现接近动向与教师的领导,严格行为呈正相关的关系。任务价值与领导,友好,严格行为正相关,但是与教师犹豫行为负相关。从教师人际行为的两个维度看,影响度与掌握目标动向,表现接近目标动向,自我效能感和任务价值呈显著正相关。亲和度只与掌握目标动向和任务价值显著相关。回归分析结果表明,亲和度和影响力维度都能预测学生的自我效能感。并且,亲和度还能够预测学生的掌握目标；影响力则能够影响学生的任务价值。与简单相关分析的结果相似的是,两个维度都不能预测学生的表现回避目标动向。就影响力的大小来看。影响力对学生动机的影响明显大于亲和度,这一点与之前的许多研究结果相悖。为了能够更好的理解学生眼中的教师人际行为的影响,本研究采取的定量研究和定性研究相结合的方法。在质性研究中,一共有16个学生参加了访谈。大体而言,访谈通过深度了解学生的观点印证并补充了定量研究中的结果。最后,文章讨论了关于QTI在教学中的使用和对实践教学的启示,陈述了本研究的不足之处,给出了对于未来相关研究的建议。
[Abstract]:In the field of learning environment, more and more researches have focused on the relationship between teachers' interpersonal behavior and students' motivation to learn. Although the research in this field has been carried out all over the world, However, there are few similar studies in China. This study investigates the relationship between teachers' interpersonal behavior and students' learning motivation in high school English classroom. The data are collected from 104 senior middle school students in two key high schools in Wuhan. Teachers' interpersonal behavior was collected by QTI questionnaire. In this study, the composition of motivation variables is based on achievement goals. Self-efficacy, and the theory of expected value. The specific questions of the questionnaire were selected from PALS.In this study, teachers' interpersonal behavior was divided into eight parts: leadership behavior, friendly behavior, understanding behavior, giving students free behavior, hesitating behavior, dissatisfied behavior, etc. Act of punishment and admonition, Strict behavior and two dimensions: affinity (teacher-student cooperation), influence (teacher's control in communicating with students). Compared with other countries, Chinese teachers have the characteristics of medium cooperation and high dominance. Female students have a more positive perception of teachers' interpersonal behavior than boys. In addition to performance avoidance, the other four motivational components are significantly related to teachers' interpersonal behavior. Mastery of goals and self-efficacy is associated with teachers' leadership, friendliness and understanding. There is a positive correlation between giving students freedom and strict behavior, performance approaching trend and teacher's leadership, strict behavior, task value and leadership, friendliness, strict behavior. From the two dimensions of teacher's interpersonal behavior, the degree of influence and the trend of mastering the goal, the performance is close to the trend of the goal, There was a significant positive correlation between self-efficacy and task value. Affinity was only significantly correlated with mastery of goal trends and task value. Regression analysis showed that affinity and impact dimensions could predict students' self-efficacy. Affinity can also predict students' mastery goals, and influence can influence their task value. Similar to the results of simple correlation analysis, Neither of the two dimensions can predict the performance of students' performance avoidance goals. In terms of the size of influence, influence has more influence on students' motivation than on affinities. This is contrary to many previous studies. In order to better understand the impact of teachers' interpersonal behavior in the eyes of students, this study adopts a combination of quantitative and qualitative studies. A total of 16 students participated in the interview. Generally speaking, the interview confirmed and supplemented the results of the quantitative research through in-depth understanding of the students' views. Finally, the paper discusses the use of QTI in teaching and its implications for practical teaching. The shortcomings of this study are stated and suggestions for future research are given.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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