發(fā)布時(shí)間：2023-03-29 17:45

　　自20世紀(jì)九十年代至今,國(guó)內(nèi)外學(xué)者對(duì)教師自我效能感的研究主要從教師效能感現(xiàn)狀及其影響因素方面進(jìn)行了探討。在2017年頒布的以學(xué)科核心素養(yǎng)為導(dǎo)向的《國(guó)家高中英語(yǔ)課程標(biāo)準(zhǔn)》把課堂活動(dòng)提升到新高度的背景下,針對(duì)現(xiàn)有41所教育碩士招生高校的數(shù)以萬(wàn)計(jì)教育碩士,探討課堂活動(dòng)對(duì)其自我效能感的影響,對(duì)提升新入職初高中教師的素質(zhì)有積極意義。而此類(lèi)院校為教育碩士積累教學(xué)經(jīng)驗(yàn)而安排的教育實(shí)習(xí),恰為研究者提供了在具體教學(xué)情境中探索教育碩士教師自我效能感的機(jī)會(huì)。因此,本研究以國(guó)內(nèi)一所師范大學(xué)外國(guó)語(yǔ)學(xué)院的55名英語(yǔ)教育碩士為參與者,探索教學(xué)實(shí)習(xí)對(duì)英語(yǔ)教育碩士課堂活動(dòng)自我效能感的影響。本研究選取了問(wèn)卷和訪談兩種研究工具來(lái)收集數(shù)據(jù)。問(wèn)卷被兩次分發(fā)給英語(yǔ)教育碩士,一次是在教學(xué)實(shí)習(xí)之前,另一次是在教學(xué)實(shí)習(xí)結(jié)束后的兩周后。問(wèn)卷收集的數(shù)據(jù)通過(guò)SPSS(版本25.0)進(jìn)行統(tǒng)計(jì)分析。此外,通過(guò)比較教育實(shí)習(xí)前后的統(tǒng)計(jì)數(shù)據(jù),研究者選擇了六名典型的教育碩士作為受訪者。訪談是為了進(jìn)一步補(bǔ)充定量分析。收集的數(shù)據(jù)全部用于回答以下三個(gè)問(wèn)題:(1)在教育實(shí)習(xí)之前,英語(yǔ)教育碩士的課堂活動(dòng)自我效能感有哪些特征?(2)教育實(shí)習(xí)之后,英語(yǔ)教育碩士的課堂...

【文章頁(yè)數(shù)】：61 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
1. Introduction
    1.1 Background of the research
    1.2 Research significance and purposes
    1.3 The layout of the dissertation
2. Literature Review
    2.1 Classroom activity
        2.1.1 Definition of classroom activity
        2.1.2 Relevant studies on classroom activity
            2.1.2.1 Relevant studies on classroom activity abroad
            2.1.2.2 Relevant studies on classroom activity at home
    2.2 Teacher self-efficacy
        2.2.1 Definition of teacher self-efficacy
        2.2.2 The impact of teacher self-efficacy
        2.2.3 Factors influencing teacher self-efficacy
        2.2.4 Relevant researches on pre-service teacher self-efficacy during practicum
            2.2.4.1 Studies on pre-service teacher self-efficacy during practicum abroad
            2.2.4.2 Studies on pre-service teacher self-efficacy during practicum athome
    2.3 Relevant researches on teacher self-efficacy and English classroom teaching
        2.3.1 Studies on teacher self-efficacy and classroom teaching abroad
        2.3.2 Studies on teacher self-efficacy and classroom teaching at home
3. Research Design
    3.1 Research questions
    3.2 Participants and context
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Data collection and analysis
4. Results and Discussion
    4.1 Results
        4.1.1 The characteristics of M.Ed. English teachers' self-efficacy on classroom activity before teaching practicum
            4.1.1.1 Overall strength of M.Ed. English teachers' self-efficacy on classroom activity before teaching practicum
            4.1.1.2 M.Ed. Teachers' personal factors and their self-efficacy on classroom activity
        4.1.2 Changes of M.Ed. English teachers' self-efficacy on classroom activity after teaching practicum
            4.1.2.1 General changes of the M.Ed. English teachers' self-efficacy on classroom activity after the practicum
            4.1.2.2 Changes of the M.Ed. English teachers' self-efficacy on classroom activity about four dimensions
        4.1.3 Possible causes of the changes in M.Ed. English teachers' self-efficacy on classroom activity
    4.2 Discussion
        4.2.1 Positive status quo of M.Ed. English teachers' self-efficacy on classroom activity
        4.2.2 Gender difference revealed in M.Ed. English teachers' self-efficacy on classroom activity
        4.2.3 Significant changes in M.Ed. English teachers' self-efficacy on activity organization and implementation
        4.2.4 Insignificant changes in M.Ed. English teachers' self-efficacy on activity design and feedback
        4.2.5 Experiences greatly helping enhance M.Ed. English teachers' self-efficacy on classroom activity
5. Conclusions
    5.1 Major findings
    5.2 Implications
    5.3 Limitations
    5.4 Research Suggestions
Bibliography
Appendix
    Appendix Ⅰ
    Appendix Ⅱ



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