【摘要】：小學(xué)教育是整個教育事業(yè)的基石,提高教學(xué)教育質(zhì)量是教育部門的根本目標(biāo),小學(xué)教師是教育奠基工程中的主要人員,教師的課堂教學(xué)滿意程度和教學(xué)效能感額高低是提高整個教育事業(yè)的質(zhì)量的重要因素。而通過文獻(xiàn)查閱,筆者發(fā)現(xiàn)針對小學(xué)教師課堂教學(xué)自我滿意度與教學(xué)效能感關(guān)系的理論和實踐研究還不太完善。因此本研究試圖探討小學(xué)教師課堂教學(xué)自我滿意度與教學(xué)效能感關(guān)系,并結(jié)合小學(xué)教師課堂教學(xué)自我滿意度現(xiàn)狀,提出提高小學(xué)教師課堂教學(xué)自我滿意度和提升教師的教學(xué)效能感的對策。本論文主要采用文獻(xiàn)法和問卷調(diào)查法,結(jié)合教育學(xué)相關(guān)理論制定小學(xué)教師課堂教學(xué)自我滿意度的調(diào)查問卷和教學(xué)效能感量表,對基礎(chǔ)教育新課程改革背景下重慶市N區(qū)小學(xué)教師課堂教學(xué)自我滿意度現(xiàn)狀和教學(xué)效能感高低狀況進(jìn)行調(diào)查研究,其研究成果對豐富和完善教師課堂教學(xué)自我滿意度和教學(xué)效能感的理論具有重要的理論意義,對促進(jìn)小學(xué)教師課堂教學(xué)自我滿意度和提升教學(xué)效能感的研究發(fā)展具有較強(qiáng)的實踐意義。本論文分為如下四章:第一章,導(dǎo)論。本章節(jié)首先介紹了本論文選題的緣由和意義;其次將本論文的相關(guān)文獻(xiàn)進(jìn)行了綜述,并對本論文核心概念進(jìn)行了界定;最后介紹了本文的研究目標(biāo)和研究內(nèi)容,并對應(yīng)分析了所采用的研究思路和研究方法。第二章,理論分析。提出重慶市N區(qū)小學(xué)教師課堂教學(xué)自我滿意度的評價標(biāo)準(zhǔn)和教師課堂教學(xué)自我滿意度的維度及其理論依據(jù)。第三章,調(diào)查研究。本研究將采用自編教師教學(xué)自我滿意度問卷和俞國良、辛濤、申繼亮等人編制的《教師教學(xué)效能感量表》,對重慶市N區(qū)小學(xué)教師進(jìn)行課堂教學(xué)自我滿意度現(xiàn)狀和教學(xué)效能感高低進(jìn)行調(diào)查。根據(jù)調(diào)查結(jié)果,將重慶市N區(qū)小學(xué)教師課堂教學(xué)自我滿意度問卷調(diào)查情況和教學(xué)效能感量表進(jìn)行統(tǒng)計,重慶市N區(qū)小學(xué)教師在課堂教學(xué)中自我滿意度情況的總體情況和個體差異,教學(xué)效能感的總體情況和個體差異,并對其課堂教學(xué)自我滿意度與教學(xué)效能感的關(guān)系進(jìn)行相關(guān)分析和回歸分析。最后進(jìn)行結(jié)果分析。針對統(tǒng)計的結(jié)果對重慶市N區(qū)小學(xué)教師課堂教學(xué)自我滿意度和教師教學(xué)效能感現(xiàn)狀結(jié)果進(jìn)行分析,對重慶市N區(qū)小學(xué)教師堂教學(xué)自我滿意度教師教學(xué)效能感在人口學(xué)變量上進(jìn)行差異分析,最后對重慶市N區(qū)小學(xué)教師課堂教學(xué)自我滿意度和教學(xué)效能感的關(guān)系研究結(jié)果進(jìn)行分析。第四章,對策與建議。在本章,筆者將分別分析重慶市N區(qū)小學(xué)教師課堂教學(xué)自我滿意度和教學(xué)效能感的特點,并分析兩者關(guān)系的特點,結(jié)合小學(xué)教師課堂教學(xué)自我滿意度現(xiàn)狀和教學(xué)效能感高低現(xiàn)狀的調(diào)查結(jié)果,提出提高小學(xué)教師課堂教學(xué)自我滿意度和提升教師的教學(xué)效能感的對策。第五章,研究結(jié)論。在本章,筆者將對此次調(diào)查研究的結(jié)果進(jìn)行總結(jié)。
[Abstract]:Primary education is the cornerstone of the whole education, improving the quality of teaching and education is the fundamental goal of the education department. Primary school teachers are the main personnel in the foundation project of education. Teachers' satisfaction in classroom teaching and the level of teaching efficiency are the important factors to improve the quality of the whole education. Through literature review, the author finds that the theoretical and practical research on the relationship between classroom teaching self-satisfaction and teaching efficiency of primary school teachers is not perfect. Therefore, this study attempts to explore the relationship between primary school teachers' classroom teaching self-satisfaction and teaching efficacy, and combined with the current situation of primary school teachers' classroom teaching self-satisfaction, put forward the countermeasures to improve primary school teachers' classroom teaching self-satisfaction and teachers' teaching efficacy. This paper mainly uses the literature method and the questionnaire survey method, unifies the pedagogy related theory to formulate the primary school teacher classroom teaching self-satisfaction questionnaire and the teaching efficiency feeling scale, carries on the investigation research to the Chongqing N district primary school teacher classroom teaching self-satisfaction present situation and the teaching efficiency feeling under the background of the new basic education curriculum reform. The research results are of great theoretical significance to enrich and perfect the theory of teachers' self-satisfaction and teaching efficacy in classroom teaching, and have strong practical significance to promote the research and development of primary school teachers' self-satisfaction in classroom teaching and the promotion of teaching efficacy. This paper is divided into the following four chapters: the first chapter, introduction. This chapter first introduces the reason and significance of the topic selection; secondly, it summarizes the relevant literature of this paper, and defines the core concepts of this paper; finally, it introduces the research objectives and contents of this paper, and analyzes the research ideas and methods adopted. The second chapter, theoretical analysis. This paper puts forward the evaluation standard of classroom teaching self-satisfaction of primary school teachers in N district of Chongqing and the dimension and theoretical basis of teachers' classroom teaching self-satisfaction. The third chapter, investigation and research. In this study, the self-satisfaction questionnaire of teachers' teaching and the scale of teachers' teaching effectiveness compiled by Yu Guoliang, Xin Tao and Shen Jiliang were used to investigate the present situation of classroom teaching self-satisfaction and the level of teaching efficiency of primary school teachers in N district of Chongqing. According to the survey results, the questionnaire and teaching efficacy scale of classroom teaching self-satisfaction of primary school teachers in N district of Chongqing were counted, the overall situation and individual differences of self-satisfaction of primary school teachers in classroom teaching, the overall situation and individual differences of teaching efficacy, and the correlation analysis and regression analysis of the relationship between classroom teaching self-satisfaction and teaching efficacy were carried out. Finally, the results are analyzed. According to the statistical results, this paper analyzes the present situation of classroom teaching self-satisfaction and teachers' teaching efficacy of primary school teachers in N district of Chongqing, analyzes the differences of teachers' teaching efficacy in population variables, and finally analyzes the relationship between classroom teaching self-satisfaction and teaching efficacy of primary school teachers in N district of Chongqing. The fourth chapter, countermeasures and suggestions. In this chapter, the author will analyze the characteristics of classroom teaching self-satisfaction and teaching efficacy of primary school teachers in N district of Chongqing, and analyze the characteristics of the relationship between the two. Combined with the investigation results of primary school teachers' self-satisfaction in classroom teaching and the present situation of teaching efficiency, the author puts forward some countermeasures to improve primary school teachers' self-satisfaction in classroom teaching and teachers' sense of teaching efficiency. The fifth chapter, the research conclusion. In this chapter, the author will summarize the results of this investigation and research.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G622.4

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