【摘要】：近幾年來,教師信念的研究逐步受到教育界越來越多的關注,教師信念對于確定教學目標、選擇教學方法具有重要作用。但當前我國結合定量與定性方法研究大學英語教師信念及其影響因素進而探討教師信念與教學行為關系的實證研究較少。本研究通過問卷調查、課堂觀察和課后訪談的有機結合,對天津某大學的36位英語教師開展研究。研究發(fā)現:不同的大學英語教師的教師信念有交叉但又有各自的獨特之處;教師信念主要受自身學習和受教育經歷、職前培訓學習、學校環(huán)境和學校教學目標等方面的影響,也會受到學生、教材、課堂容量和時長等因素的制約,并在以后的教學中不斷改變和提升;教師信念與教學行為之間既有相關性也有差異性:教師信念會在一定程度上選擇教學方法、限定教學行為,但實際教學中,受到多種因素的制約,教師行為與教學信念往往不完全一致。
[Abstract]:In recent years, more and more attention has been paid to the research of teachers' beliefs. Teachers' beliefs play an important role in determining teaching goals and choosing teaching methods. However, there are few empirical studies on college English teachers' beliefs and their influencing factors in our country, combining quantitative and qualitative methods, and then to explore the relationship between teachers' beliefs and teaching behaviors. In this study, 36 English teachers from a university in Tianjin were investigated by means of questionnaire, classroom observation and after-class interviews. It is found that teachers' beliefs of different college English teachers are intersected but have their own unique features, and teachers' beliefs are mainly influenced by their own learning and education experience, pre-service training learning, school environment and school teaching objectives, etc. It will also be restricted by students, teaching materials, classroom capacity and duration, and will continue to change and improve in the future teaching; There are correlations and differences between teachers' beliefs and teaching behaviors: to a certain extent, teachers' beliefs will choose teaching methods and limit teaching behaviors, but in actual teaching, they are restricted by many factors. Teacher behavior and teaching beliefs are often inconsistent.
【學位授予單位】：天津工業(yè)大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3

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