自我效能感是能否順利從事某項(xiàng)任務(wù)的重要影響因素,其對于信息技術(shù)融合,當(dāng)然也有著舉足輕重的作用。前人研究表明,自我效能感對教師使用信息技術(shù)有極其重要的影響。一般來說,自我效能感越高,使用信息技術(shù)的頻率就越高同時(shí)也會(huì)更加成功。而對于英語實(shí)習(xí)生來說,在實(shí)習(xí)學(xué)校使用信息技術(shù)的最初體驗(yàn)以及因此而體驗(yàn)到的自我效能感將直接影響他們今后在課堂中融合信息技術(shù)的態(tài)度以及做法。國內(nèi)外做過大量與信息技術(shù)融合相關(guān)的研究。國內(nèi)主要集中于信息技術(shù)融合的利弊以及存在的問題,其涉及不同的學(xué)科與年級。國外相關(guān)的研究主題更為廣泛,包括信息技術(shù)融合的影響因素,TPACK與信息技術(shù)融合的關(guān)系等。但是這些研究大都以在職教師,參加過相關(guān)培訓(xùn)的職前教師為研究對象,研究信息技術(shù)使用的影響因素或者現(xiàn)狀。因此研究對象以及話題都存在一定局限�；诖�,本研究借鑒已有的研究與理論,以華中師范大學(xué)2018級完成教育實(shí)習(xí)的50位職前英語教師為研究對象,通過調(diào)查問卷與訪談相結(jié)合的方式,探究其現(xiàn)有的信息技術(shù)融合自我效能感水平以及影響因素,以期為提高職前英語教師的信息技術(shù)融合自我效能感提供一些合理可行的建議以及啟示。本研究的研究問題如下:(1)英語實(shí)習(xí)教... 

【文章來源】：華中師范大學(xué)湖北省 211工程院校 教育部直屬院校

【文章頁數(shù)】：64 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
1. Introduction
    1.1 Research background
    1.2 Research significance and purposes
    1.3 Organization of the dissertation
2. Literature Review
    2.1 Definition
        2.1.1 Student English teacher
        2.1.2 Self-efficacy
        2.1.3 Self-efficacy on ICT integration
    2.2 Self-efficacy theory
    2.3 Related studies
        2.3.1 Significance of ICT integration
        2.3.2 Factors influencing self-efficacy on ICT integration
        2.3.3 Teachers' perceptions of ICT integration
        2.3.4 The correlation between TPACK and teachers' self-efficacy onICT integration
    2.4 Summary
3. Research Design
    3.1 Research purposes and research questions
    3.2 Research context
    3.3 Participants
    3.4 Research instruments
        3.4.1 ICT integration self-efficacy questionnaire
        3.4.2 ICT integration self-efficacy affecting factors questionnaire
        3.4.3 Interview
    3.5 Research procedure and data collection
4. Results and Discussion
    4.1 An overall description of student English teachers' self-efficacy level ofICT integration in English teaching
        4.1.1 Detailed analysis of 5 components of student Englishteachers' self-efficacy on ICT integration in English teaching
            4.1.1.1 Descriptive analysis of teaching self-efficacy
            4.1.1.2 Descriptive analysis of student self-efficacy
            4.1.1.3 Descriptive analysis of technology selection self-efficacy
            4.1.1.4 Descriptive analysis of self-evaluation outcome expectations
            4.1.1.5 Descriptive analysis of social outcome expectations
    4.2 Analysis of the factors that influence student English teachers' self-efficacyof ICT integration
        4.2.1 An overall description of the factors included in the questionnairethat influence student English teachers' self-efficacy of ICT integrationin English teaching
            4.2.1.1 Descriptive analysis of the factors related to cooperatingteacher
            4.2.1.2 Descriptive analysis of the factors related to ego
            4.2.1.3 Descriptive analysis of the factors related to surroundings
        4.2.2 Findings of the interview
            4.2.2.1 Student English teachers' perceptions on ICT integrationin English teaching
            4.2.2.2 Types of ICT integration used in English teaching
            4.2.2.3 Influencing factors
    4.3 Discussion
        4.3.1 The ICT integration self-efficacy level of student English teachers
        4.3.2 Factors influencing student English teachers' self-efficacy ofICT integration
5. Conclusion
    5.1 Summary of the major findings
    5.2 Implications
    5.3 Limitations
Bibliography
Appendix A
Appendix B
Appendix C



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