本文選題：教師人際行為　切入點(diǎn)：動(dòng)機(jī)　出處：《華中師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：在學(xué)習(xí)環(huán)境領(lǐng)域的研究中,越來越多的研究注重于教師的人際行為與學(xué)生的學(xué)科學(xué)習(xí)動(dòng)機(jī)的聯(lián)系。雖然該領(lǐng)域的研究已經(jīng)在世界各國得到開展,但是在中國類似的研究卻很少。本研究調(diào)查了在高中英語課堂中教師人際行與學(xué)生學(xué)習(xí)動(dòng)機(jī)之間的關(guān)系。本研究的數(shù)據(jù)采自武漢一所重點(diǎn)高中2個(gè)班104個(gè)高二學(xué)生。教師的人際行為采用QTI問卷來收集。本研究中動(dòng)機(jī)變量的構(gòu)成是基于成就目標(biāo),自我效能,和期望價(jià)值理論。問卷具體的問題改選PALS。本研究分別從教師人際行為的8個(gè)分量：領(lǐng)導(dǎo)行為,友好行為,理解行為,給予學(xué)生自由的行為,猶豫行為,不滿行為,懲誡行為,嚴(yán)格行為以及兩個(gè)維度：親和度(教師與學(xué)生的合作度),影響力(教師在與學(xué)生的交流過程中的控制度)來分析結(jié)果。本研究的描述性統(tǒng)計(jì)結(jié)果表明相比支配性的行為,學(xué)生感知到教師表現(xiàn)出更多的合作性行為。與其他國家相比,中國教師表現(xiàn)出中等合作性和高支配性的特點(diǎn)。女生對教師的人際行為的感知比男生積極。簡單的相關(guān)分析顯示,除了表現(xiàn)回避動(dòng)向外,其他四個(gè)動(dòng)機(jī)分量都與教師人際行為顯著相關(guān)。掌握目標(biāo)動(dòng)向和自我效能感與教師的領(lǐng)導(dǎo),友好,理解,給予學(xué)生自由以及嚴(yán)格行為呈正相關(guān)。表現(xiàn)接近動(dòng)向與教師的領(lǐng)導(dǎo),嚴(yán)格行為呈正相關(guān)的關(guān)系。任務(wù)價(jià)值與領(lǐng)導(dǎo),友好,嚴(yán)格行為正相關(guān),但是與教師猶豫行為負(fù)相關(guān)。從教師人際行為的兩個(gè)維度看,影響度與掌握目標(biāo)動(dòng)向,表現(xiàn)接近目標(biāo)動(dòng)向,自我效能感和任務(wù)價(jià)值呈顯著正相關(guān)。親和度只與掌握目標(biāo)動(dòng)向和任務(wù)價(jià)值顯著相關(guān)。回歸分析結(jié)果表明,親和度和影響力維度都能預(yù)測學(xué)生的自我效能感。并且,親和度還能夠預(yù)測學(xué)生的掌握目標(biāo)；影響力則能夠影響學(xué)生的任務(wù)價(jià)值。與簡單相關(guān)分析的結(jié)果相似的是,兩個(gè)維度都不能預(yù)測學(xué)生的表現(xiàn)回避目標(biāo)動(dòng)向。就影響力的大小來看。影響力對學(xué)生動(dòng)機(jī)的影響明顯大于親和度,這一點(diǎn)與之前的許多研究結(jié)果相悖。為了能夠更好的理解學(xué)生眼中的教師人際行為的影響,本研究采取的定量研究和定性研究相結(jié)合的方法。在質(zhì)性研究中,一共有16個(gè)學(xué)生參加了訪談。大體而言,訪談通過深度了解學(xué)生的觀點(diǎn)印證并補(bǔ)充了定量研究中的結(jié)果。最后,文章討論了關(guān)于QTI在教學(xué)中的使用和對實(shí)踐教學(xué)的啟示,陳述了本研究的不足之處,給出了對于未來相關(guān)研究的建議。
[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.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41

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