本文關(guān)鍵詞：大學(xué)英語教師性情研究　出處：《東北林業(yè)大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

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【摘要】：本文研究領(lǐng)域是教師性情,研究目的是調(diào)查大學(xué)在職英語教師性情情況,以及探討哪些因素影響教師性情。近幾年,在美國,教師素質(zhì)已經(jīng)成為美國教師教育優(yōu)先考慮的一個重要問題。教師性情逐漸成為教師教育研究的熱點。積極的教師性情是教師整體素質(zhì)的基本組成部分,它對教師個體生命質(zhì)量的提升與專業(yè)的發(fā)展都具有重要的作用。從長遠看,教師性情比教師的專業(yè)知識和教學(xué)技能更重要。教師具有一定的專業(yè)知識和教學(xué)技能,并以特定的方式傳授特定內(nèi)容是必要的,但這些并不足以確保教師在進行課堂實踐時充分地利用他所學(xué)到知識和技能；教師還必須具有一定的性情來指導(dǎo)他們的課堂實踐行為。此項研究的重要性在于對教師性情的深入研究有助于學(xué)生發(fā)展,教師自身專業(yè)發(fā)展,及大學(xué)的持續(xù)發(fā)展。本論文采取的研究方法包括文獻法,對黑龍江省部分大學(xué)在職英語教師所做的問卷調(diào)查法及對少部分教師進行訪談。研究數(shù)據(jù)結(jié)果表明被調(diào)查的大學(xué)在職英語教師都具有積極的教師性情。本文的主要結(jié)論是大學(xué)在職英語教師的性情狀況在教師的不同背景情況下沒有明顯的不同,教師的這些自然情況包括性別,年齡,教齡,最后學(xué)歷,職稱,畢業(yè)院校(是否師范畢業(yè)),及任教學(xué)校(985、211、普通綜合性大學(xué)、�？圃盒！ⅹ毩W(xué)院)。此外,教師性情與教師與學(xué)生的溝通,學(xué)生課堂表現(xiàn),以及教師自身的社會價值觀相關(guān),這些因素在一定程度上影響教師性情。尤其是教師的社會價值觀,對教師性情有預(yù)測能力。因此,本論文建議應(yīng)加強我國教師性情的持續(xù)發(fā)展,從教師教育角度對職前教師,入職教師和在職教師三個群體的教師進行積極的教師性情培養(yǎng),以促進我國教師教育的科學(xué)化和教師專業(yè)發(fā)展,培養(yǎng)更加高效的教師并教育出更優(yōu)秀的學(xué)生。
[Abstract]:The purpose of this study is to investigate the temperament of serving college English teachers and to explore what factors affect their temperament in recent years in the United States. Teacher quality has become an important issue of priority in teacher education in the United States. Teacher temperament has gradually become a hot topic in teacher education research. Active teacher temperament is the basic component of the overall quality of teachers. It plays an important role in improving the quality of life and professional development of teachers in the long run. Teachers' temperament is more important than teachers' professional knowledge and teaching skills. It is necessary for teachers to have certain professional knowledge and teaching skills and to teach specific contents in specific ways. However, these are not sufficient to ensure that teachers make full use of their knowledge and skills in classroom practice; Teachers must also have a certain temperament to guide their classroom practice. The importance of this study is that the in-depth study of teachers' temperament is conducive to the development of students and teachers' own professional development. And the sustainable development of the university. The research methods adopted in this paper include the literature method. Questionnaires and interviews with a small number of serving English teachers in some universities in Heilongjiang Province were conducted. The results of the study show that all the active English teachers in the universities surveyed have positive qualities of teachers. The conclusion is that there is no significant difference in the temperament of college English teachers in different backgrounds. These natural conditions of teachers include gender, age, length of teaching, final qualifications, professional titles, graduate schools (whether or not normal school graduates, and teaching schools / colleges / universities / colleges / universities / colleges). In addition, teachers' temperament is related to teacher-student communication, students' classroom performance, and teachers' own social values. These factors affect teachers' temperament to a certain extent, especially teachers' social values, which can predict teachers' temperament. Therefore, this paper suggests that the sustainable development of teachers' temperament should be strengthened. In order to promote the scientific and professional development of teacher education in China, the teachers of pre-service teachers, in-service teachers and in-service teachers should be actively cultivated from the perspective of teacher education. Train more efficient teachers and educate better students.
【學(xué)位授予單位】：東北林業(yè)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H319.3;G645.1

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