本文關(guān)鍵詞： 英語(yǔ)教學(xué) 教師效能感 教師糾錯(cuò)　出處：《福建師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：作為教學(xué)信念核心的教師自我效能感,是指教師對(duì)自己有效完成教學(xué)工作的一種能力的知覺(jué)與信念。已有研究表明,教師的自我效能感會(huì)影響教師的教學(xué)行為。面對(duì)學(xué)生在語(yǔ)言學(xué)習(xí)過(guò)程中出現(xiàn)的言語(yǔ)錯(cuò)誤,不同自我效能感的教師采取的糾錯(cuò)方式不盡相同,其糾錯(cuò)的方式和質(zhì)量對(duì)學(xué)生的言語(yǔ)習(xí)得起著重要的作用。本研究以福州市幾所高中學(xué)校的英語(yǔ)教師及其所教授班的學(xué)生為研究對(duì)象,通過(guò)問(wèn)卷調(diào)查、個(gè)人訪談以及課堂觀察和錄音等研究工具對(duì)高中英語(yǔ)教師的效能感與課堂糾錯(cuò)行為關(guān)系進(jìn)行研究。具體內(nèi)容為教師與學(xué)生對(duì)待錯(cuò)誤的態(tài)度,教師在糾錯(cuò)內(nèi)容、糾錯(cuò)時(shí)機(jī)、糾錯(cuò)方式、糾錯(cuò)主體等方面的行為是否與學(xué)生的需求一致,教師自我效能感的高、低與課堂糾錯(cuò)行為之間是否存在關(guān)系。研究結(jié)果表明,在對(duì)待錯(cuò)誤和是否要糾錯(cuò)的態(tài)度上,教師和學(xué)生的觀點(diǎn)具有顯著的統(tǒng)一性。絕大多數(shù)師生都能正確合理地對(duì)待語(yǔ)言學(xué)習(xí)過(guò)程中出現(xiàn)的錯(cuò)誤。面對(duì)是否要糾錯(cuò)的問(wèn)題,師生們都表現(xiàn)出極為理性的一面,認(rèn)為有必要進(jìn)行糾錯(cuò)。研究指出教師的自我效能感與教師的課堂糾錯(cuò)行為存在著密切的關(guān)系。高、低效能感的教師在糾錯(cuò)內(nèi)容、糾錯(cuò)時(shí)機(jī)、糾錯(cuò)方式和糾錯(cuò)主體等方面存在著顯著的差異,并且高效能感的教師在很大程度上能夠符合學(xué)生的期望,滿足學(xué)生的認(rèn)知和情感需求。研究還發(fā)現(xiàn)高效能感的教師認(rèn)為語(yǔ)法和語(yǔ)音錯(cuò)誤的糾正效果最明顯,但在實(shí)際糾錯(cuò)過(guò)程中,他們對(duì)學(xué)生語(yǔ)音和語(yǔ)法錯(cuò)誤的糾正頻率并不高。本研究為今后相關(guān)課題的研究提供了一定的理論依據(jù),同時(shí)促進(jìn)了高中英語(yǔ)教師對(duì)自我效能感的提升和課堂糾錯(cuò)的把握,也為學(xué)校等相關(guān)部門(mén)開(kāi)展有針對(duì)性和實(shí)效性的師資培養(yǎng)工作或教師自我發(fā)展的途徑提供有價(jià)值意義的參考。
[Abstract]:As the core of teaching belief, teachers' self-efficacy refers to the perception and belief of teachers' ability to accomplish teaching work effectively. Teachers' self-efficacy will affect teachers' teaching behavior. In the face of students' speech errors in the process of language learning, teachers with different self-efficacy adopt different ways of correcting errors. The way and quality of error correction play an important role in language acquisition of students. Personal interviews and classroom observation and recording are used to study the relationship between teachers' sense of efficacy and classroom error-correcting behavior. The specific content is the attitude of teachers and students towards errors, and the teachers are correcting errors. Whether the behavior is consistent with the students' needs, whether the teacher's self-efficacy is high and low and whether there is a relationship between the error-correcting behavior and the error-correcting behavior in the classroom. In dealing with errors and whether to correct the attitude. Teachers and students have a significant unity of view. Most teachers and students can correctly and reasonably deal with the errors in the process of language learning and face the problem of whether or not to correct errors. Teachers and students have shown a very rational side that it is necessary to correct errors. The study points out that teachers' sense of self-efficacy and teachers' classroom error correction behavior have a close relationship. Teachers with low efficacy have significant differences in content, timing, ways and subjects of error correction, and teachers with high sense of efficacy can meet students' expectations to a great extent. The study also found that teachers with high efficacy thought that the correction of grammatical and phonetic errors was the most obvious, but in the process of correcting errors in practice. The frequency of correcting students' phonetic and grammatical errors is not high. This study provides a theoretical basis for future research on related topics. At the same time, it promotes the English teachers to improve their self-efficacy and grasp the classroom error correction. It also provides valuable reference for schools and other relevant departments to carry out targeted and effective teacher training work or the way of teachers' self development.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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本文編號(hào)：1477144