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

【摘要】：20世紀(jì)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(xué)效能感的研究逐漸步入人們的視野。教師教學(xué)效能感水平的高低對教師教學(xué)行為的實(shí)施有著直接的影響,甚至對學(xué)生的學(xué)習(xí)和發(fā)展也會(huì)產(chǎn)生間接的影響。因此,對教師教學(xué)效能感展開研究有著實(shí)質(zhì)性的意義和價(jià)值。本研究選取高中物理這一特定學(xué)科領(lǐng)域的教師作為研究對象,隨機(jī)選取了新鄉(xiāng)市五所高中的61名物理教師,采用問卷調(diào)查法展開研究。本研究所采用的工具有兩個(gè)。一個(gè)是在基于前人的研究基礎(chǔ)上編制的《高中物理教師教學(xué)效能感量表》,該量表包含教育認(rèn)知、教學(xué)計(jì)劃與準(zhǔn)備、引導(dǎo)與促進(jìn)學(xué)習(xí)、課堂組織與管理、交流與互動(dòng)、教學(xué)效果評價(jià)六個(gè)維度,共37個(gè)題項(xiàng);另一個(gè)是辛濤等人編制的教師教學(xué)歸因量表。收集到的數(shù)據(jù)運(yùn)用SPSS19.0軟件進(jìn)行處理分析,得出以下結(jié)論:(1)新鄉(xiāng)市高中物理教師教學(xué)效能感整體上處于中等水平,其中教學(xué)計(jì)劃與準(zhǔn)備及引導(dǎo)與促進(jìn)學(xué)習(xí)維度的效能感水平較高,課堂組織與管理、交流與互動(dòng)及教學(xué)效果評價(jià)三個(gè)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(rèn)知維度的效能感水平則水平較低。(2)高中物理教師教學(xué)效能感在教齡、職稱及學(xué)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(xué)效能感及教學(xué)計(jì)劃與準(zhǔn)備、引導(dǎo)與促進(jìn)學(xué)習(xí)、課堂組織與管理教學(xué)效果評價(jià)、交流與互動(dòng)這五個(gè)維度上存在顯著差異。(3)高中物理教師教學(xué)效能感在性別和學(xué)歷這兩個(gè)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(xué)成功歸因于自身能力、學(xué)生水平高與教材內(nèi)容易于理解以及自身努力,并不看重運(yùn)氣及他人幫助因素的影響。將教學(xué)失敗歸因于學(xué)生水平低與教材內(nèi)容難度大、缺乏他人幫助等因素,他們并不重視運(yùn)氣因素的影響。(5)高中物理教師教學(xué)歸因方式對其教學(xué)效能感有著較好的預(yù)測作用,且教師教學(xué)歸因方式對其教學(xué)效能感也有著直接的影響。根據(jù)以上研究結(jié)論,本研究分別從教師和學(xué)校兩個(gè)層面提出了提高教師教學(xué)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(shí),明確自身角色定位;教師要不斷增強(qiáng)自信,形成合理的自我激勵(lì)意識(shí);教師要積極地進(jìn)行自主學(xué)習(xí),促進(jìn)專業(yè)發(fā)展;教師要善于交流與溝通,構(gòu)建和諧的人際關(guān)系;教師要學(xué)會(huì)反思,合理地進(jìn)行教學(xué)歸因。學(xué)校層面的建議為:完善教師培訓(xùn)體系,促進(jìn)教師專業(yè)發(fā)展;建立有效的激勵(lì)制度,提高教師能動(dòng)性;營造和諧的校園環(huán)境,減小教師壓力;組織教師進(jìn)行歸因訓(xùn)練,引導(dǎo)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(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.7

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