【摘要】：本研究將成就目標定向理論用于大學英語教師動機研究,通過對597名大學英語教師進行問卷調(diào)查,探討了大學英語教師教學目標取向與教師教學方式的特征及關(guān)系。結(jié)果表明:1)大學英語教師的主觀成就感主要取決于教師個體的進步和良好師生關(guān)系的建立與維護;2)"學生中心"的大學英語教學方式在教師的教育理念和教學實踐中均有所體現(xiàn);3)教師越關(guān)注師生關(guān)系以及他人對自己教學能力的評價,越傾向于采用"教師中心"的教學方式,越關(guān)注個人發(fā)展則越傾向于采用"學生中心"的教學方式。本研究對激發(fā)大學英語教師的教學動機、推進以學生學習為主的大學英語教學方式變革具有一定的啟示。
[Abstract]:In this study, the Achievement goal orientation Theory was applied to the study of college English teachers' motivation. Through a questionnaire survey of 597 college English teachers, this study explored the characteristics and the relationship between college English teachers' teaching goal orientation and teachers' teaching methods. The results show that: 1) the subjective sense of achievement of college English teachers mainly depends on the progress of individual teachers and the establishment and maintenance of good teacher-student relationship; 2) the "student-centered" college English teaching method is embodied in the teachers' educational concept and teaching practice; 3) the more teachers pay attention to teacher-student relationship and others' evaluation of their teaching ability, the more they tend to adopt the teaching method of "teacher-centered", and the more they pay attention to their personal development, the more inclined to adopt the "student-centered" teaching method. This study has some implications for stimulating college English teachers' teaching motivation and promoting the transformation of college English teaching methods which focus on students' learning.
【作者單位】： 山東大學;西南大學;
【基金】：教育部人文社會科學研究青年基金項目“高校教師教學動機對專業(yè)發(fā)展的影響路徑研究”(17YJC880033)的階段性成果 “山東大學青年學者未來計劃”資助
【分類號】：H319.3

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