【摘要】：前蘇聯(lián)杰出教育家蘇霍姆林斯基曾經(jīng)說過：“教師的信念——這是學(xué)校里最寶貴的東西”。教師信念是教師行為的有力支撐,是提高教育教學(xué)質(zhì)量的關(guān)鍵所在,影響教師專業(yè)素質(zhì)的提高(圖布新)。同時(shí)信念還是認(rèn)知的過濾器(Smith1997),且信念并非始于擔(dān)任教師之時(shí),而是始于教師教育階段的培養(yǎng),甚至更早的家庭教育、中等教育等(圖布新)。楊美容的研究也發(fā)現(xiàn)教師的教育信念與學(xué)生時(shí)代的學(xué)習(xí)經(jīng)驗(yàn)有關(guān)。因此對職前物理教師信念進(jìn)行研究具有重大現(xiàn)實(shí)意義。對教師信念的研究從20世紀(jì)80年代起開始興盛,出現(xiàn)了大量的有關(guān)教師信念的文獻(xiàn)。本文借鑒國內(nèi)外學(xué)者對教師信念的研究成果與方法,對廣西師范大學(xué)、江西師范大學(xué)、浙江師范大學(xué)的職前物理教師信念進(jìn)行相關(guān)的調(diào)查研究,試圖了解職前物理教師信念現(xiàn)狀,并以性別、是否當(dāng)學(xué)生干部、父母的受教育程度等作為背景因素,分析職前物理教師信念在這些背景因素中是否存在差異。 全文主要從以下五個(gè)方面進(jìn)行論述,第一步是根據(jù)國內(nèi)外學(xué)者的相關(guān)文獻(xiàn)資料把職前物理教師信念分為學(xué)生管理、物理本質(zhì)與物理教學(xué)三個(gè)維度,每個(gè)維度分為“傳統(tǒng)”與“發(fā)展”兩個(gè)取向,制定各維度教師信念的取向特征,編制“職前物理教師信念調(diào)查問卷”。以性別、是否當(dāng)過學(xué)生干部、是否做過家教等教育實(shí)踐、是否聽過教育類專家講座、生源地的城鄉(xiāng)差異以及父母的受教育程度等六個(gè)方面作為背景因素,分析這六個(gè)因素對職前物理教師信念是否造成影響。第二步對調(diào)查問卷進(jìn)行試驗(yàn)性研究。利用spss17.0對問卷的試驗(yàn)性研究數(shù)據(jù)進(jìn)行分析,邀請專家對問卷進(jìn)行評審,通過數(shù)據(jù)的分析結(jié)果,結(jié)合專家評審意見,刪除不合理題項(xiàng)。第三步用調(diào)查問卷進(jìn)行正式研究,利用spss17.0對回收數(shù)據(jù)進(jìn)行分析,了解問卷的信度,以及職前物理教師信念現(xiàn)狀。利用獨(dú)立樣本T檢驗(yàn),分析職前物理教師信念在性別、是否當(dāng)學(xué)生干部、是否做過家教等教育實(shí)踐、是否聽過教育類專家講座等因素上是否存在差異。利用方差分析,了解生源地的城鄉(xiāng)差別、父母親的受教育程度是否對職前物理教師信念造成影響。第四步是進(jìn)行半結(jié)構(gòu)化訪談,通過了解職前物理教師印象深刻的教育事件,從訪談對象的陳述中判斷受訪者的情感體驗(yàn),據(jù)此判斷受訪者的教師信念。第五步是分析研究結(jié)果及反思本研究的不足之處。 研究結(jié)果表明,職前物理教師信念總體呈“發(fā)展”取向,職前物理教師信念在性別、是否當(dāng)過學(xué)生干部與是否聽過教育類專家講座三個(gè)因素上存在差異。其中女生的教學(xué)信念比男生更呈“發(fā)展”取向,當(dāng)過學(xué)生干部與聽過教育類專家講座的職前物理教師信念比沒當(dāng)過學(xué)生干部與沒聽過教育類專家講座的更呈“發(fā)展”取向。職前物理教師信念在生源地與父母親的受教育程度等因素上不存在差異。對職前物理教師進(jìn)行訪談,20幾個(gè)受訪者中只有一個(gè)說的是發(fā)生在家庭中的教育事件,其余都是發(fā)生在學(xué)校的教育事件。這些事件涉及學(xué)生管理與教學(xué)兩個(gè)方面,其中學(xué)生管理方面的居多。
[Abstract]:Sue Home Linsky, an outstanding educator of the former Soviet Union, once said, "the belief of the teacher - this is the most valuable thing in the school." teacher's belief is the strong support of teachers' behavior, the key to improving the quality of education and the improvement of teachers' professional quality (drawing new). At the same time, belief or cognition filter (Smith1997) is the key to the improvement of teachers' professional quality. And faith does not begin with a teacher, but begins with the training of teacher education, even earlier family and secondary education. Yang Meirong's study also finds that the educational beliefs of teachers are related to the learning experience of the students. Therefore, the study of pre service teachers' beliefs is of great practical significance. The study of belief began to flourish since 1980s, and there was a lot of literature about teachers' belief. In this paper, the research results and methods of scholars at home and abroad on Teachers' belief were used to investigate the pre service physics teachers of Guangxi Normal University, Jiangxi Normal University and Zhejiang Normal University. The present situation of the teacher's belief, and the gender, whether as a student cadre, and the education degree of the parents as the background factors, analyze whether there is a difference between the pre service physics teacher's beliefs in these background factors.
The full text is mainly discussed from the following five aspects. The first step is to divide the pre service physics teacher's belief into student management, physical nature and physics teaching in three dimensions, each dimension is divided into "traditional" and "development", each dimension is divided into two orientations of "tradition" and "development". The former physics teacher's belief survey questionnaire, which has six aspects as the gender, whether it has been a student cadre, whether it has been a family education practice, has heard the education class expert lecture, the difference between the urban and rural areas and the parents' education degree as the background factor, analyses whether these six factors have an influence on the belief of the pre service physics teacher. The two step is to carry out an experimental study on the questionnaire. Use SPSS17.0 to analyze the experimental data of the questionnaire, invite experts to review the questionnaire, analyze the results of the data and delete the unreasonable item by combining the opinion of the experts. The third step is to use the questionnaire to carry out the positive study and the analysis of the recovery data by the use of the questionnaire. To understand the reliability of the questionnaire and the status of the pre service physics teacher's belief. By using the independent sample T test, we can analyze whether the pre service physics teacher's belief in sex, whether it is a student cadre, whether he has been a tutor and other educational practice, or not, has heard the difference between the educational experts' lectures and other factors. Whether the degree of mother's education has an impact on the beliefs of pre service physics teachers. The fourth step is to conduct semi structured interviews. By understanding the impressive educational events of pre service physics teachers, judging the emotional experience of the interviewees from the statements of the interviewees, the fifth step is to analyze the results and reflect on the results of the study. The inadequacies of this study.
The results show that the beliefs of pre service physics teachers have a "development" orientation in general. There are differences between the three factors of the pre service physics teacher's belief in sex, whether it is a student cadre and an expert lecture or not. The pre service physics teacher's belief is more "development" than that of a student cadre or an expert on education. There is no difference between the pre service physics teacher's belief in the education degree of the parents and their parents. The only one of the 20 interviewees interviewed the pre service physics teachers was in the family. The rest of the educational events in schools are educational events in schools. These events involve two aspects of student management and teaching, among which the majority of students are in management.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：O4-4;G655

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