本文選題：大學(xué)英語教師　切入點(diǎn)：教學(xué)自主能力　出處：《江南大學(xué)》2017年碩士論文

【摘要】：近年來,大學(xué)英語教學(xué)改革加速了學(xué)習(xí)模式及教學(xué)模式的變革,其中自主學(xué)習(xí)模式已成為外語教學(xué)領(lǐng)域的研究熱點(diǎn)。而不少學(xué)者研究發(fā)現(xiàn)學(xué)生自主很大程度上依賴于教師自主,教師在外語教學(xué)中的作用不容忽視。就大學(xué)英語教學(xué)而言,教師的教學(xué)自主能力在一定程度上影響到教學(xué)方式的改變,影響到學(xué)生自主能力的提高;同時(shí),教師的教學(xué)自主在促進(jìn)教師發(fā)展上也起著不可替代的作用。因此,在現(xiàn)階段教學(xué)改革的大背景之下,對(duì)教師自主,尤其是教師教學(xué)自主能力探究的要求越來越迫切。本文旨在探究課堂教學(xué)中大學(xué)英語教師教學(xué)自主能力狀況及其影響因素,具體回答以下研究問題:(1)大學(xué)英語教師教學(xué)自主狀況如何,是否受個(gè)體客觀因素影響而呈現(xiàn)顯著差異?(2)在課堂教學(xué)中,教師教學(xué)自主是怎樣影響課堂教學(xué)的?(3)除個(gè)體客觀因素外,哪些因素還會(huì)影響教師教學(xué)自主能力的發(fā)揮?基于以上研究問題,本研究以某高校大學(xué)英語教師為研究對(duì)象,采用了定量與定性結(jié)合的混合研究方法,首先通過問卷調(diào)查方式收集信息,最終得到55份有效問卷,結(jié)果輸入SPSS19.0進(jìn)行分析。此外對(duì)3位來自不同教學(xué)模塊的大學(xué)英語教師進(jìn)行為期一學(xué)期的課堂觀察,隨后進(jìn)行開放式訪談,得到定性研究數(shù)據(jù)。通過數(shù)據(jù)分析,得出以下結(jié)果:調(diào)查問卷數(shù)據(jù)顯示:大學(xué)英語教師教學(xué)自主能力處于較高水平(M=3.9750),其中教師在靈活掌握教學(xué)目標(biāo)方面,自主水平較高;在對(duì)教學(xué)環(huán)境的掌控能力上,自主水平較弱。此外,大學(xué)英語教師的教學(xué)自主在性別,年齡,教齡,職稱和教授模塊上并沒有顯著差異。課堂觀察和訪談結(jié)果表明,大學(xué)英語教師對(duì)教學(xué)自主有一定的了解,在課堂設(shè)計(jì)方面顯示出一定的自主性,有意識(shí)促進(jìn)學(xué)生自主學(xué)習(xí)。此外影響教師教學(xué)自主的因素包括內(nèi)在因素和外在因素。影響教師自主的內(nèi)在因素主要有教師的教學(xué)動(dòng)機(jī)和專業(yè)能力,外部因素主要有學(xué)生的積極性,教學(xué)進(jìn)度和教師評(píng)價(jià)標(biāo)準(zhǔn)。本研究有助于了解大學(xué)英語教師的發(fā)展現(xiàn)狀并對(duì)其職業(yè)能力的提升具有啟發(fā)性意義,同時(shí)能夠充分調(diào)動(dòng)和發(fā)展教師積極性、主動(dòng)性和創(chuàng)造性,為大學(xué)英語師資培養(yǎng)提供一些有價(jià)值的建議。此外,本研究對(duì)大學(xué)英語教學(xué)有著重要意義,提高教師的教學(xué)自主能力可以更好地發(fā)揮教師的主體作用,同時(shí)促進(jìn)學(xué)生的自主學(xué)習(xí)能力。
[Abstract]:In recent years, the reform of college English teaching has accelerated the reform of learning mode and teaching mode, among which autonomous learning model has become a hot topic in the field of foreign language teaching.Many scholars have found that student autonomy depends on teacher autonomy to a great extent, and the role of teachers in foreign language teaching should not be ignored.As far as college English teaching is concerned, teachers' teaching autonomy to some extent affects the change of teaching methods and the improvement of students' autonomy.Teachers' teaching autonomy also plays an irreplaceable role in promoting teachers' development.Therefore, under the background of the present teaching reform, teachers' autonomy, especially the inquiry of teachers' teaching autonomy, is becoming more and more urgent.The purpose of this paper is to explore the teaching autonomy of college English teachers in classroom teaching and its influencing factors, and to answer the following research question: 1) what is the teaching autonomy of college English teachers?(2) in classroom teaching, how does teacher's teaching autonomy affect classroom teaching? (3) in addition to individual objective factors, which factors also affect teachers' teaching autonomy?Based on the above research questions, this study takes a college English teacher as the research object, and adopts a mixed method of quantitative and qualitative research. Firstly, the information is collected by questionnaire, and 55 valid questionnaires are obtained.Results SPSS19.0 was input for analysis.In addition, three college English teachers from different teaching modules were observed for one semester, followed by an open interview to obtain qualitative data.Through the data analysis, the following results are obtained: the questionnaire data show that the teaching autonomy of college English teachers is at a high level, among which teachers have a high level of autonomy in the aspect of flexible mastery of teaching objectives;In the control of the teaching environment, the level of autonomy is weak.In addition, there is no significant difference in teaching autonomy among college English teachers in terms of gender, age, length of teaching, professional title and teaching module.The results of classroom observation and interviews show that college English teachers have a certain understanding of teaching autonomy and show some autonomy in classroom design and consciously promote students' autonomous learning.In addition, the factors influencing teachers' teaching autonomy include internal and external factors.The internal factors affecting teachers' autonomy are teachers' teaching motivation and professional ability, while the external factors mainly include students' enthusiasm, teaching progress and teachers' evaluation criteria.This study is helpful to understand the current situation of college English teachers' development and enlighten their professional ability, and at the same time, it can fully mobilize and develop teachers' enthusiasm, initiative and creativity.To provide some valuable advice for college English teachers.In addition, this study is of great significance to college English teaching. Improving teachers' autonomous teaching ability can play a more important role in teachers' main role and promote students' autonomous learning ability at the same time.
【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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