本文選題：思政課教師 + 自我效能感　； 參考：《中國(guó)地質(zhì)大學(xué)(北京)》2017年碩士論文

【摘要】：高等學(xué)校思想政治理論課在引導(dǎo)大學(xué)生堅(jiān)定對(duì)馬克思主義的信仰、對(duì)社會(huì)主義的信念,增強(qiáng)對(duì)改革開(kāi)放和現(xiàn)代化建設(shè)的信心、對(duì)黨和政府的信任等方面,發(fā)揮了重要的作用。新的形勢(shì)對(duì)高等學(xué)校思想政治理論課教育教學(xué)提出了新的任務(wù)和要求。高等學(xué)校思想政治理論課教師是馬克思主義理論和黨的路線、方針、政策的宣講者,社會(huì)主義意識(shí)形態(tài)和精神文明的傳播者。如何正確引導(dǎo)大學(xué)生認(rèn)識(shí)當(dāng)今世界錯(cuò)綜復(fù)雜的形勢(shì),正確認(rèn)識(shí)肩負(fù)的歷史使命等等問(wèn)題擺在了高校思政課教師的面前。之選擇高校思政課教師自我效能感與有效教學(xué)行為影響因素分析的研究,一方面可以幫助高校思政課教師更加準(zhǔn)確地評(píng)價(jià)自己的教學(xué)工作,堅(jiān)定自己的教學(xué)信念;另一方面可以在實(shí)際的教學(xué)工作中將教學(xué)行為充分轉(zhuǎn)化為學(xué)生的學(xué)習(xí)成效,從而達(dá)到預(yù)定的教學(xué)目標(biāo),提高教學(xué)質(zhì)量和水平。影響教師教學(xué)質(zhì)量的兩個(gè)重要環(huán)節(jié):一是教師對(duì)自我教學(xué)能力的評(píng)估、判斷和自信心即教師自我效能感;一是教師在教學(xué)情境中所使用的有助于教學(xué)的方式、方法、手段等即教師的有效教學(xué)行為。教師自我效能是教師主觀地評(píng)價(jià)自己能夠影響學(xué)習(xí)者成敗的一種知覺(jué)、判斷或信念,有效教學(xué)則是指教師能促進(jìn)學(xué)生學(xué)習(xí)的各種具體、行之有效的行為表現(xiàn)。因此,了解影響高校思想政治理論課教師的自我效能感和有效教學(xué)行為的因素,并加以提高和改進(jìn)就變得尤為重要了。本文在對(duì)自我效能、有效教學(xué)行為的概念和基礎(chǔ)理論進(jìn)行了闡釋、并對(duì)相關(guān)的研究成果進(jìn)行了梳理的基礎(chǔ)上,對(duì)高校思政課教師自我效能感和有效教學(xué)行為的影響因素進(jìn)行了理論研究;通過(guò)理論分析,匯總影響高校思政課教師自我效能感和有效教學(xué)行為的影響因素;并通過(guò)調(diào)查問(wèn)卷的研究方法對(duì)高校思政課教師教學(xué)效能感和有效教學(xué)行為的各個(gè)影響因素進(jìn)行分析,從而確定最終影響高校思政課教師自我效能感和有效教學(xué)行為的影響因素,并對(duì)各個(gè)影響因素對(duì)教師自我效能感和有效教學(xué)行為的影響程度量化進(jìn)行了排序。分析結(jié)果表明,高校思政課教師的自我效能感與有效教學(xué)行為存在正相關(guān)關(guān)系,“個(gè)人教學(xué)自我效能”對(duì)“課堂維護(hù)”和“課程教學(xué)”影響較大,對(duì)“課前準(zhǔn)備”和“課程設(shè)計(jì)”影響較小;“外部環(huán)境教學(xué)自我效能”對(duì)“課前準(zhǔn)備”和“課程設(shè)計(jì)”影響較大,對(duì)“課堂維護(hù)”和“課程教學(xué)”影響較小。最后,提出了改進(jìn)高校思政課教師教學(xué)行為,提高自我效能感的對(duì)策建議,以期提高高校思政課教師的自我效能感和有效教學(xué)行為,從而為祖國(guó)培養(yǎng)出更多具有馬克思主義理論素養(yǎng)的社會(huì)主義接班人。
[Abstract]:The course of ideological and political theory has played an important role in guiding college students to firmly believe in Marxism, to socialism, to strengthen confidence in reform, opening up and modernization, and to trust the party and government. The new situation puts forward new tasks and requirements for the teaching of ideological and political theory courses in colleges and universities. The teachers of ideological and political theory in colleges and universities are the propagandists of Marxist theory and the Party's line, principles and policies, and the communicators of socialist ideology and spiritual civilization. How to correctly guide college students to understand the complicated situation in the world and to correctly understand the historical mission and so on has been put in front of the teachers of ideological and political courses in colleges and universities. On the one hand, it can help the ideological and political teachers to evaluate their teaching work more accurately and strengthen their teaching beliefs. On the other hand, the teaching behavior can be fully transformed into the students' learning effect in the actual teaching work, so as to achieve the predetermined teaching goal and improve the teaching quality and level. There are two important links that affect the teaching quality of teachers: one is the evaluation of teachers' self-teaching ability, the other is the self-efficacy of teachers, and the ways and methods used by teachers in teaching situations are helpful to teaching. Means is the effective teaching behavior of teachers. Teachers' self-efficacy is a kind of perception, judgment or belief that teachers can evaluate their own success or failure subjectively. Effective teaching refers to the concrete and effective behavior that teachers can promote students' learning. Therefore, it is very important to understand the factors that affect the teachers' self-efficacy and effective teaching behavior in the course of ideological and political theory in colleges and universities. In this paper, the concepts and basic theories of self-efficacy and effective teaching behavior are explained, and the related research results are combed out. This paper makes a theoretical study on the influencing factors of the teachers' self-efficacy and effective teaching behavior of ideological and political courses in colleges and universities, sums up the influencing factors on the self-efficacy and effective teaching behaviors of ideological and political teachers in colleges and universities through theoretical analysis. Through the research method of questionnaire, this paper analyzes the influencing factors of the teachers' sense of teaching efficacy and effective teaching behavior in colleges and universities, so as to determine the influencing factors of the teachers' self-efficacy and effective teaching behavior. The influence degree of each influencing factor on teachers' self-efficacy and effective teaching behavior is ranked. The results show that there is a positive correlation between the sense of self-efficacy and effective teaching behavior of ideological and political teachers in colleges and universities. "personal teaching self-efficacy" has a great influence on "classroom maintenance" and "curriculum teaching". It has little influence on "pre-class preparation" and "curriculum design", "external environment teaching self-efficacy" has great influence on "pre-class preparation" and "curriculum design", and has little effect on "classroom maintenance" and "curriculum teaching". Finally, the author puts forward some countermeasures and suggestions to improve the teaching behavior and self-efficacy of ideological and political teachers in colleges and universities, in order to improve the self-efficacy and effective teaching behavior of ideological and political teachers in colleges and universities. Thus cultivate more socialist successors with Marxist theoretical literacy for the motherland.
【學(xué)位授予單位】：中國(guó)地質(zhì)大學(xué)(北京)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G641
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本文編號(hào)：1807666