社會認知視域下小學英語教師教學信念研究
發(fā)布時間：2018-08-06 18:42
【摘要】：世紀之初,教育部頒布了《關于積極推進小學開設英語課程的指導意見》(2001a)要求全國所有小學開設英語課程。Shawer (2010)指出課程改革成敗與否取決于課程的開發(fā)者、設計者和傳播者-教師。如果沒有一大稱職教師來落實教學,課程政策和課堂現(xiàn)實之間必然會出現(xiàn)嚴重脫節(jié)。小學英語新課程施以來,小學英語教師的數(shù)量有了顯著增加。然而,小學英語教師的質(zhì)量和專業(yè)化水平仍然不能滿足不斷發(fā)展的課程教學需要。教師教學信念與教學改革目標的契合度是任何教育創(chuàng)新獲得成功的前提保障(Ruedaand Garcia, 1994;Fives,2003;Andersonetal.,1991)。Stern (1983)指出教學是一種即興行為。近年來,教學是思維活動的觀念日漸影響教師教育領域的改革發(fā)展。外語教師教育逐步聚焦教師對其自身教學實踐的概念化過程和教師教學實踐背后的思考決策過程。Borg (2003:81)指出教師是積極思考著的決策者,教師的指導行為植根于以實踐為導向的復雜的個人化和情景化的知識、思想和信念體系。從這個角度來看,外語教師教育并不是線性的由離散階段構(gòu)成的“方法-目的”之過程,而是教師教學信念和教學效能感自我發(fā)展與進化的過程。如果說教師的教學信念是其對教學行為的構(gòu)想,那么教學效能感則是其教學投入的動力。教學信念和教學推理能力應成為小學英語教師專業(yè)化發(fā)展的聚焦點。社會文化理論認為教師教學信念源于專門的高度情景化與社會化的意義構(gòu)建活動。認知理論則強調(diào)作為意義生產(chǎn)者和問題解決者的學者在學習情境中的作用以及真實的教學情境對學會教學的重要性。本研究結(jié)合上述兩種理論,立足教師信念的情境性和對話性,從社會認知視域重構(gòu)中國小學英語教師教學信念和自我效能感結(jié)構(gòu)。教學信念包括6個維度:關于學習和學習者的信念、關于教的信念、關于如何組織課堂的信念、關于如何培養(yǎng)語言技能的信念、關于如何幫助學生的信念和關于教師專業(yè)發(fā)展的信念;教學效能感包括8個范疇:英語語言知識和語言使用能力、英語學科知識、教學認知能力、教學設計能力、教學執(zhí)行能力,教學評價和反思能力、教學研究能力和人文素養(yǎng)。相對已有建構(gòu)而言,研究者建構(gòu)的教學信念和效能感結(jié)構(gòu)及其因素對新課程環(huán)境中中國小學英語教師來說更具有針對性和操作性。研究者以此重構(gòu)框架為指導,就個人背景和職業(yè)環(huán)境因素、教師信念持有狀況、教學效能感強度及其對目前職業(yè)問題的認識信念四個方面的內(nèi)容自編問卷,對江蘇全省教師開展了大規(guī)模的在線調(diào)查。調(diào)查旨在解答如下三個問題:1.哪些個人背景和職業(yè)環(huán)境因素與小學英語教師的教學信念和教學效能感存在關聯(lián)? 2.教學信念和教學效能感各自內(nèi)部因素和兩者整體之間存在顯著關聯(lián)嗎? 3.小學英語教師對其職業(yè)中所存在的問題及其對策的認識和信念是什么?調(diào)查研究取得了如下發(fā)現(xiàn):1.除了職稱和上課頻率因素外,其它不同個人背景和職業(yè)環(huán)境的教師在教學信念整體合理度方面存在顯著差異;除了性別、最后學歷、關鍵期認識、在職學習態(tài)度、職業(yè)關注點和對教師教育影響因素觀點外,其它不同個人背景和職業(yè)環(huán)境教師在教學效能感的整體強度上也存在顯著差異。不同個人背景和職業(yè)環(huán)境教師在教師信念和教學效能感大部分維度或范疇方面存在顯著差異。這些差異反映出當下小學英語教師教育應該針對性地聚焦下述方面:教學評價和反思、教學研究,人文素養(yǎng)、如何幫助學生、如何理解教、如何組織課堂活動和如何培養(yǎng)語言技能;同時反映出小學英語教師教師教育應該采用相同背景老師形成研修團隊的分類培訓模式。2.教學信念和教學效能感之間存在整體間的顯著相關和各自內(nèi)部大部分變量間的顯著相關。語言知識技能和專業(yè)知識水平與關于學習和學生的信念和關于如何教的信念之間并不存在顯著關聯(lián)。因此,合格的英語教師既要有過硬的學科知識基礎又要有充足的英語教學理論知識。3.小學英語在教師專業(yè)資質(zhì)和教學環(huán)境兩方面都較以往有所改觀。老師們認同新課程的主要觀念,普遍性地重視語言技能、語言使用、學習策略、情感態(tài)度以及文化意識,趨同性地認識到作為語言輸入主要途徑的廣泛閱讀、高質(zhì)量教學資源、最優(yōu)化教學環(huán)境和教師專業(yè)化發(fā)展的重要性和急迫性。然而,他們重視英語口語而低估語言知識的作用,把職業(yè)問題更多歸咎于外部環(huán)境因素,而沒有把它們與教師教學信念和教學效能驅(qū)動下的教與學之間的對話與互動聯(lián)系起來,重構(gòu)資源環(huán)境的態(tài)度也剖為被動。上述發(fā)現(xiàn)一定程度上解釋了小學英語教師的群體性職業(yè)焦慮和職業(yè)倦怠狀況。在上述研究基礎上,本研究嘗試建構(gòu)了課程改革背景下我國小學英語教師發(fā)展的融合式模式。該模式鼓勵職前教育和職后培訓的一體化,專業(yè)環(huán)境、教師發(fā)展項目和教師認知的聯(lián)動,大學、小學和發(fā)展中教師的聯(lián)動,書本理論、教學實踐和教學信念與效能感的聯(lián)動以及教學信念與效能感、教師決策和教學指導行為的聯(lián)動。小學英語教師發(fā)展應該減少從上而下的規(guī)約式指導,采用發(fā)現(xiàn)式和探究式活動幫助老師們螺旋式地形成基于中國小學英語課程實情的教師信念和教學效能感。
[Abstract]:At the beginning of the century, the Ministry of Education issued < directive > (2001a) on actively promoting English courses in primary schools. (2001a) required all primary schools to open English courses in the country.Shawer (2010) point out that the success or failure of the curriculum reform depends on the developers, designers and teachers of the curriculum. The number of primary school English teachers has increased significantly. However, the quality and professional level of primary school English teachers still can not meet the needs of the continuous development of curriculum teaching. The agreement between teachers' teaching beliefs and teaching reform aims is any education. The premise of new success (Ruedaand Garcia, 1994; Fives, 2003; Andersonetal., 1991).Stern (1983) indicates that teaching is a kind of impromptu behavior. In recent years, the concept of teaching is thinking activity has increasingly influenced the reform and development of teacher education. The thinking behind the teacher's teaching practice.Borg (2003:81) points out that the teacher is a positive thinking decision maker, the teacher's guiding behavior is rooted in the practice oriented complex individualized and situational knowledge, thought and belief system. From this point of view, the foreign language teacher education is not linear by the discrete phase. The process of "method purpose" is the process of self development and evolution of teachers' teaching beliefs and teaching efficacy. If teachers' teaching beliefs are their conception of teaching behavior, the sense of teaching efficacy is the motive force of their teaching input. Teaching belief and teaching reasoning ability should be the focus of the professional development of primary school English teachers. Social culture theory holds that teachers' teaching beliefs are derived from special highly situational and socialized meaning construction activities. Cognitive theory emphasizes the role of scholars as meaning producers and problem solvers in the learning situation and the importance of real teaching situation to the learning of learning. The situational and conversational nature of the teachers' beliefs reconstructs the teaching belief and self-efficacy structure of Chinese primary school English teachers from the perspective of social cognition. Teaching beliefs include 6 dimensions: beliefs about learning and learners, beliefs about teaching, beliefs about how to organize classes, beliefs about how to develop language skills, and how to help. The belief in helping students and the belief in teacher professional development; teaching efficacy includes 8 categories: English language knowledge and language use, knowledge of English, teaching cognitive ability, teaching design ability, teaching execution ability, teaching evaluation and reflection ability, teaching research ability and humanistic quality. Relative to existing construction, researchers are concerned. The constructivist teaching belief and efficacy structure and its factors are more pertinent and operational to Chinese primary school English teachers in the new curriculum environment. The researcher takes this framework as the guidance for individual background and occupational environment factors, teachers' belief holding status, teaching efficacy intensity and their understanding of the current career problems four A large scale online survey was carried out for teachers in Jiangsu province. The survey aims to answer the following three questions: 1. which personal background and occupational environmental factors are related to the teaching beliefs and teaching efficacy of primary school English teachers? 2. the internal factors of teaching belief and the sense of teaching efficacy, and the two as a whole Is there a significant correlation between the 3. primary school English teachers' understanding and belief in the problems and Their Countermeasures in their careers? The findings are as follows: 1. there are significant differences in the overall rationality of the teaching beliefs among the teachers of the other individual backgrounds and the professional environment, except for the title and the frequency of the class. In addition to gender, final educational background, critical period awareness, job learning attitude, career attention and influence factors on teacher education, there are significant differences in the overall intensity of teaching efficacy of other individual backgrounds and professional environment teachers. Teachers with different personal backgrounds and vocational environment have a large sense of teacher belief and teaching efficacy. There are significant differences in dimension or category. These differences reflect that primary school English teacher education should focus on the following aspects: teaching evaluation and reflection, teaching research, humanistic quality, how to help students, how to understand teaching, how to organize classroom activities and how to cultivate language skills; and also reflect the teachers of primary school English. Teachers' education should adopt the same background teachers to form the classification training model of the training team. There is a significant correlation between the.2. teaching belief and the sense of teaching efficacy and the significant correlation between the majority of the internal variables. Language knowledge skills and professional knowledge level and beliefs about learning and students and the beliefs about how to teach. There is no significant correlation between them. Therefore, qualified English teachers should have excellent academic knowledge base and sufficient knowledge of English teaching theory..3. primary English is better than the previous two aspects of teachers' professional qualifications and teaching environment. Teachers agree on the main idea of the new curriculum and pay attention to language skills and language universally. Use, learning strategies, emotional attitudes, and cultural awareness, to recognize the importance and urgency of extensive reading as the main approach to language input, the quality of teaching resources, the optimization of teaching environment and the development of teachers' professionalism. However, they attach importance to oral English and underestimate the role of language knowledge and blame more professional problems. The external environment factors are not linked to the dialogue and interaction between teaching and learning driven by teachers' teaching beliefs and teaching effectiveness. The attitude of reconstructing the resource environment is also passive. The above findings explain the group occupational anxiety and job burnout of primary school English teachers. This study attempts to construct a fusion model for the development of primary English teachers in China under the background of curriculum reform. This model encourages the integration of pre service and post vocational training, professional environment, linkage between teachers' development projects and teachers' cognition, linkage of teachers in universities, primary and development, book theory, teaching practice and teaching beliefs and effectiveness. The linkage of sense, teaching belief and efficacy, the linkage of teacher's decision-making and teaching guidance. The development of primary school English teachers should reduce the regular guidance from the top to bottom, and use discovery and inquiry activities to help teachers form the teachers' belief and teaching efficacy based on the actual situation of Chinese primary English curriculum.
【學位授予單位】：南京師范大學
【學位級別】：博士
【學位授予年份】：2017
【分類號】：G623.31
，
本文編號：2168645
[Abstract]:At the beginning of the century, the Ministry of Education issued < directive > (2001a) on actively promoting English courses in primary schools. (2001a) required all primary schools to open English courses in the country.Shawer (2010) point out that the success or failure of the curriculum reform depends on the developers, designers and teachers of the curriculum. The number of primary school English teachers has increased significantly. However, the quality and professional level of primary school English teachers still can not meet the needs of the continuous development of curriculum teaching. The agreement between teachers' teaching beliefs and teaching reform aims is any education. The premise of new success (Ruedaand Garcia, 1994; Fives, 2003; Andersonetal., 1991).Stern (1983) indicates that teaching is a kind of impromptu behavior. In recent years, the concept of teaching is thinking activity has increasingly influenced the reform and development of teacher education. The thinking behind the teacher's teaching practice.Borg (2003:81) points out that the teacher is a positive thinking decision maker, the teacher's guiding behavior is rooted in the practice oriented complex individualized and situational knowledge, thought and belief system. From this point of view, the foreign language teacher education is not linear by the discrete phase. The process of "method purpose" is the process of self development and evolution of teachers' teaching beliefs and teaching efficacy. If teachers' teaching beliefs are their conception of teaching behavior, the sense of teaching efficacy is the motive force of their teaching input. Teaching belief and teaching reasoning ability should be the focus of the professional development of primary school English teachers. Social culture theory holds that teachers' teaching beliefs are derived from special highly situational and socialized meaning construction activities. Cognitive theory emphasizes the role of scholars as meaning producers and problem solvers in the learning situation and the importance of real teaching situation to the learning of learning. The situational and conversational nature of the teachers' beliefs reconstructs the teaching belief and self-efficacy structure of Chinese primary school English teachers from the perspective of social cognition. Teaching beliefs include 6 dimensions: beliefs about learning and learners, beliefs about teaching, beliefs about how to organize classes, beliefs about how to develop language skills, and how to help. The belief in helping students and the belief in teacher professional development; teaching efficacy includes 8 categories: English language knowledge and language use, knowledge of English, teaching cognitive ability, teaching design ability, teaching execution ability, teaching evaluation and reflection ability, teaching research ability and humanistic quality. Relative to existing construction, researchers are concerned. The constructivist teaching belief and efficacy structure and its factors are more pertinent and operational to Chinese primary school English teachers in the new curriculum environment. The researcher takes this framework as the guidance for individual background and occupational environment factors, teachers' belief holding status, teaching efficacy intensity and their understanding of the current career problems four A large scale online survey was carried out for teachers in Jiangsu province. The survey aims to answer the following three questions: 1. which personal background and occupational environmental factors are related to the teaching beliefs and teaching efficacy of primary school English teachers? 2. the internal factors of teaching belief and the sense of teaching efficacy, and the two as a whole Is there a significant correlation between the 3. primary school English teachers' understanding and belief in the problems and Their Countermeasures in their careers? The findings are as follows: 1. there are significant differences in the overall rationality of the teaching beliefs among the teachers of the other individual backgrounds and the professional environment, except for the title and the frequency of the class. In addition to gender, final educational background, critical period awareness, job learning attitude, career attention and influence factors on teacher education, there are significant differences in the overall intensity of teaching efficacy of other individual backgrounds and professional environment teachers. Teachers with different personal backgrounds and vocational environment have a large sense of teacher belief and teaching efficacy. There are significant differences in dimension or category. These differences reflect that primary school English teacher education should focus on the following aspects: teaching evaluation and reflection, teaching research, humanistic quality, how to help students, how to understand teaching, how to organize classroom activities and how to cultivate language skills; and also reflect the teachers of primary school English. Teachers' education should adopt the same background teachers to form the classification training model of the training team. There is a significant correlation between the.2. teaching belief and the sense of teaching efficacy and the significant correlation between the majority of the internal variables. Language knowledge skills and professional knowledge level and beliefs about learning and students and the beliefs about how to teach. There is no significant correlation between them. Therefore, qualified English teachers should have excellent academic knowledge base and sufficient knowledge of English teaching theory..3. primary English is better than the previous two aspects of teachers' professional qualifications and teaching environment. Teachers agree on the main idea of the new curriculum and pay attention to language skills and language universally. Use, learning strategies, emotional attitudes, and cultural awareness, to recognize the importance and urgency of extensive reading as the main approach to language input, the quality of teaching resources, the optimization of teaching environment and the development of teachers' professionalism. However, they attach importance to oral English and underestimate the role of language knowledge and blame more professional problems. The external environment factors are not linked to the dialogue and interaction between teaching and learning driven by teachers' teaching beliefs and teaching effectiveness. The attitude of reconstructing the resource environment is also passive. The above findings explain the group occupational anxiety and job burnout of primary school English teachers. This study attempts to construct a fusion model for the development of primary English teachers in China under the background of curriculum reform. This model encourages the integration of pre service and post vocational training, professional environment, linkage between teachers' development projects and teachers' cognition, linkage of teachers in universities, primary and development, book theory, teaching practice and teaching beliefs and effectiveness. The linkage of sense, teaching belief and efficacy, the linkage of teacher's decision-making and teaching guidance. The development of primary school English teachers should reduce the regular guidance from the top to bottom, and use discovery and inquiry activities to help teachers form the teachers' belief and teaching efficacy based on the actual situation of Chinese primary English curriculum.
【學位授予單位】：南京師范大學
【學位級別】：博士
【學位授予年份】：2017
【分類號】：G623.31
，
本文編號：2168645
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