高中生物教師教學(xué)效能感現(xiàn)狀及其與教學(xué)成敗歸因方式的相關(guān)性研究
發(fā)布時間：2019-04-17 19:42
【摘要】：隨著Albert Bandura(班杜拉)的自我效能感概念的提出以及自我效能感理論的出現(xiàn)與完善,一系列以自我效能感為基礎(chǔ)的關(guān)于教師的教學(xué)效能感的研究漸漸出現(xiàn)在人們的視野中。大量研究表明教師的教學(xué)效能感的高低能影響教師素質(zhì)和教師行為,并間接影響學(xué)生的學(xué)習(xí)和發(fā)展。因此對教學(xué)效能感進行研究對提高教師的素質(zhì)有重要的意義和價值。本研究以南充市為例選取高中生物教師作為調(diào)查對象,選取了9所高中的105位高中生物教師,以《高中生物教師教學(xué)效能感量表》和《教師教學(xué)歸因量表》為研究工具進行問卷調(diào)查,收集數(shù)據(jù)后使用Excel和SPSS.17.0軟件進行處理,得到的結(jié)果表明:(1)南充市高中生物教師總教學(xué)效能感處于中等水平(M=3.65),其中最高的是教學(xué)策略效能感(M=3.85),其次是互動交流效能感(M=3.75),最后是教學(xué)效果與評價效能感(M=3.66)和專業(yè)知識效能感(M=3.65)。(2)南充市高中生物教師的教學(xué)效能感在學(xué)校層次、學(xué)歷上不存在顯著差異(Sig0.05)。但是在學(xué)校層次這一變量中,不同層次的學(xué)校的高中生物教師在教學(xué)策略和教學(xué)效果與評價這兩個維度差異極其顯著(Sig0.01),而在專業(yè)知識和互動交流兩個維度沒有顯著差異(Sig0.05)。(3)南充市高中生物教師的教學(xué)效能感在性別上存在極其顯著的差異(Sig0.01)。不同性別的高中生物教師在教學(xué)策略、教學(xué)效果與評價、互動交流這三個維度的效能感差異均極其顯著(Sig0.01)。(4)南充市高中生物教師傾向于將教學(xué)成功歸因于自身內(nèi)部的因素如自身的能力、自身的狀態(tài)以及自身的努力。同時學(xué)生的能力與教材難易程度同樣重要,而他人幫助和運氣因素并不重要;將教學(xué)失敗歸因于學(xué)生能力不足或努力不夠以及教材難度太大,自身能力弱、自己不夠努力,不重視運氣因素的影響。(5)教師的教學(xué)歸因方式中將教學(xué)成功歸因于自身內(nèi)部因素的歸因方式與教學(xué)效能感有較強的正相關(guān)性,并且高中生物教師教學(xué)歸因方式中將教學(xué)成功歸因于自身內(nèi)部因素的歸因方式對教學(xué)效能感有較高的預(yù)測性。通過以上調(diào)查結(jié)果,本研究從主觀和客觀兩方面出發(fā),以教學(xué)歸因方式為切入點,提出了幾點有利于提高教學(xué)效能感的建議。主觀方面:提升自己的競爭力;保持自信并保持良好的身體狀態(tài)和心理狀態(tài);有意識的培養(yǎng)積極正確的歸因方式�？陀^方面:社會和學(xué)校要完善教師培訓(xùn)體系和健康保障體系;減輕教師工作的壓力;關(guān)注教師歸因并指導(dǎo)教師進行歸因訓(xùn)練。通過提高自身競爭力和培養(yǎng)更合理的積極的歸因方式來提高教師的教學(xué)效能感,這對教師的行為會產(chǎn)生積極的影響,也會更有利于學(xué)生的教育和發(fā)展。
[Abstract]:With the introduction of Albert Bandura (Bandura's concept of self-efficacy and the appearance and perfection of the theory of self-efficacy, a series of researches on teachers' teaching efficacy based on self-efficacy gradually appear in people's field of view. A large number of studies have shown that teachers' sense of teaching efficacy can affect the quality and behavior of teachers and indirectly affect students' learning and development. Therefore, it is of great significance and value to study the teaching efficacy to improve the quality of teachers. This study takes Nanchong City as an example to select senior high school biology teachers as the object of investigation, and choose 105 senior high school biology teachers from nine high schools. The questionnaire was conducted with the Senior High School Biology Teachers' Teaching efficacy scale and the Teachers' Teaching Attribution scale. The data were collected and processed by Excel and SPSS.17.0 software. The results show that: (1) the total teaching efficacy of biology teachers in Nanchong City is at the middle level (Mx3.65), the highest of which is the sense of teaching strategy efficacy (Mx3.85), followed by the sense of interaction and communication (Mx3.75), the highest of which is the sense of efficacy of teaching strategies (Mx3.85), and the second is the sense of interactive communication. Finally, there is no significant difference (Sig0.05) between teaching effect and evaluation efficacy (Mx3.66) and professional knowledge efficacy (Mx3.65). (2) in high school biology teachers in Nanchong City at the school level. But in the variable of school level, the difference between teaching strategy, teaching effect and evaluation of high school biology teachers at different levels is extremely significant (Sig0.01). However, there was no significant difference in the two dimensions of professional knowledge and interactive communication (Sig0.05). (3). The teaching efficacy of biology teachers in Nanchong City was significantly different in terms of gender (Sig0.01). Senior high school biology teachers of different sexes in teaching strategies, teaching effects and evaluation, Sig0.01). (4) the biology teachers in Nanchong City tend to attribute the success of teaching to their own internal factors, such as their own ability, their own state and their own efforts. At the same time, the ability of students is as important as the difficulty of teaching materials, but the factors of others' help and luck are not important. The failure of teaching is attributed to the lack of ability or effort of the students, as well as the difficulty of teaching materials, their weak ability, and their own insufficient efforts. (5) there is a strong positive correlation between the attribution way of teaching success and the sense of teaching efficacy, which attributes the success of teaching to internal factors, and does not pay much attention to the influence of luck factors. (5) the attribution mode of teaching success is attributed to its own internal factors. And in the teaching attribution mode of senior high school biology teachers, the attribution mode which attributes the teaching success to its own internal factors has a high predictive value for teaching efficacy. Based on the above results, this study starts from the subjective and objective aspects, taking the teaching attribution as the starting point, and puts forward some suggestions which are helpful to improve the teaching efficacy. Subjective aspects: improve their competitiveness; maintain self-confidence and maintain a good physical and psychological state; consciously cultivate positive and correct attribution. Objective aspect: the society and the school should perfect the teacher training system and the health guarantee system; lighten the pressure of the teacher work; pay attention to the teacher attribution and guide the teacher to carry on the attribution training. In order to improve teachers' sense of teaching efficacy by improving their own competitiveness and cultivating more reasonable positive attribution, this will have a positive impact on teachers' behavior, and will also be more conducive to the education and development of students.
【學(xué)位授予單位】：西華師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.91
本文編號：2459741
[Abstract]:With the introduction of Albert Bandura (Bandura's concept of self-efficacy and the appearance and perfection of the theory of self-efficacy, a series of researches on teachers' teaching efficacy based on self-efficacy gradually appear in people's field of view. A large number of studies have shown that teachers' sense of teaching efficacy can affect the quality and behavior of teachers and indirectly affect students' learning and development. Therefore, it is of great significance and value to study the teaching efficacy to improve the quality of teachers. This study takes Nanchong City as an example to select senior high school biology teachers as the object of investigation, and choose 105 senior high school biology teachers from nine high schools. The questionnaire was conducted with the Senior High School Biology Teachers' Teaching efficacy scale and the Teachers' Teaching Attribution scale. The data were collected and processed by Excel and SPSS.17.0 software. The results show that: (1) the total teaching efficacy of biology teachers in Nanchong City is at the middle level (Mx3.65), the highest of which is the sense of teaching strategy efficacy (Mx3.85), followed by the sense of interaction and communication (Mx3.75), the highest of which is the sense of efficacy of teaching strategies (Mx3.85), and the second is the sense of interactive communication. Finally, there is no significant difference (Sig0.05) between teaching effect and evaluation efficacy (Mx3.66) and professional knowledge efficacy (Mx3.65). (2) in high school biology teachers in Nanchong City at the school level. But in the variable of school level, the difference between teaching strategy, teaching effect and evaluation of high school biology teachers at different levels is extremely significant (Sig0.01). However, there was no significant difference in the two dimensions of professional knowledge and interactive communication (Sig0.05). (3). The teaching efficacy of biology teachers in Nanchong City was significantly different in terms of gender (Sig0.01). Senior high school biology teachers of different sexes in teaching strategies, teaching effects and evaluation, Sig0.01). (4) the biology teachers in Nanchong City tend to attribute the success of teaching to their own internal factors, such as their own ability, their own state and their own efforts. At the same time, the ability of students is as important as the difficulty of teaching materials, but the factors of others' help and luck are not important. The failure of teaching is attributed to the lack of ability or effort of the students, as well as the difficulty of teaching materials, their weak ability, and their own insufficient efforts. (5) there is a strong positive correlation between the attribution way of teaching success and the sense of teaching efficacy, which attributes the success of teaching to internal factors, and does not pay much attention to the influence of luck factors. (5) the attribution mode of teaching success is attributed to its own internal factors. And in the teaching attribution mode of senior high school biology teachers, the attribution mode which attributes the teaching success to its own internal factors has a high predictive value for teaching efficacy. Based on the above results, this study starts from the subjective and objective aspects, taking the teaching attribution as the starting point, and puts forward some suggestions which are helpful to improve the teaching efficacy. Subjective aspects: improve their competitiveness; maintain self-confidence and maintain a good physical and psychological state; consciously cultivate positive and correct attribution. Objective aspect: the society and the school should perfect the teacher training system and the health guarantee system; lighten the pressure of the teacher work; pay attention to the teacher attribution and guide the teacher to carry on the attribution training. In order to improve teachers' sense of teaching efficacy by improving their own competitiveness and cultivating more reasonable positive attribution, this will have a positive impact on teachers' behavior, and will also be more conducive to the education and development of students.
【學(xué)位授予單位】：西華師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.91
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