本文選題：高中物理教師 + 教學效能感　； 參考：《河南師范大學》2015年碩士論文

【摘要】：20世紀70年代末期,隨著班杜拉自我效能感概念的提出,一系列針對教師教學效能感的研究逐漸步入人們的視野。教師教學效能感水平的高低對教師教學行為的實施有著直接的影響,甚至對學生的學習和發(fā)展也會產生間接的影響。因此,對教師教學效能感展開研究有著實質性的意義和價值。本研究選取高中物理這一特定學科領域的教師作為研究對象,隨機選取了新鄉(xiāng)市五所高中的61名物理教師,采用問卷調查法展開研究。本研究所采用的工具有兩個。一個是在基于前人的研究基礎上編制的《高中物理教師教學效能感量表》,該量表包含教育認知、教學計劃與準備、引導與促進學習、課堂組織與管理、交流與互動、教學效果評價六個維度,共37個題項;另一個是辛濤等人編制的教師教學歸因量表。收集到的數據運用SPSS19.0軟件進行處理分析,得出以下結論:(1)新鄉(xiāng)市高中物理教師教學效能感整體上處于中等水平,其中教學計劃與準備及引導與促進學習維度的效能感水平較高,課堂組織與管理、交流與互動及教學效果評價三個維度的效能感處于中等比較偏上且接近高效能感水平,教育認知維度的效能感水平則水平較低。(2)高中物理教師教學效能感在教齡、職稱及學校類別上存在顯著差異。在教齡這一變量上,各教齡階段的物理教師在總體教學效能感及教學計劃與準備、引導與促進學習、課堂組織與管理教學效果評價、交流與互動這五個維度上存在顯著差異。(3)高中物理教師教學效能感在性別和學歷這兩個變量上不存在顯著的差異。(4)高中物理教師傾向于把自己的教學成功歸因于自身能力、學生水平高與教材內容易于理解以及自身努力,并不看重運氣及他人幫助因素的影響。將教學失敗歸因于學生水平低與教材內容難度大、缺乏他人幫助等因素,他們并不重視運氣因素的影響。(5)高中物理教師教學歸因方式對其教學效能感有著較好的預測作用,且教師教學歸因方式對其教學效能感也有著直接的影響。根據以上研究結論,本研究分別從教師和學校兩個層面提出了提高教師教學效能感的策略性建議。教師層面的建議為:教師自身要有良好的職業(yè)意識,明確自身角色定位;教師要不斷增強自信,形成合理的自我激勵意識;教師要積極地進行自主學習,促進專業(yè)發(fā)展;教師要善于交流與溝通,構建和諧的人際關系;教師要學會反思,合理地進行教學歸因。學校層面的建議為:完善教師培訓體系,促進教師專業(yè)發(fā)展;建立有效的激勵制度,提高教師能動性;營造和諧的校園環(huán)境,減小教師壓力;組織教師進行歸因訓練,引導教師積極歸因。
[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.
【學位授予單位】：河南師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.7

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相關期刊論文 前2條

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