教師的自我效能感是指教師對(duì)自己完成某一特定任務(wù)和目標(biāo)的自信水平。教學(xué)實(shí)踐是指教師在課堂上使用的教學(xué)方法。英語(yǔ)教師的自我效能感在教學(xué)中起著重要作用,并且在某種程度上影響著教師在教學(xué)中的表現(xiàn)和教學(xué)成果。雖然我們現(xiàn)在處于后交際法時(shí)代,但交際法在英語(yǔ)教學(xué)中占據(jù)著重要地位�；诹_特的控制理論、班杜拉的社會(huì)認(rèn)知理論和社會(huì)建構(gòu)主義,本研究將探索自我效能感如何影響英語(yǔ)教師的教學(xué)實(shí)踐。本研究旨在回答以下三個(gè)問(wèn)題:(1)職前中學(xué)英語(yǔ)教師的自我效能感現(xiàn)狀如何?(2)職前中學(xué)英語(yǔ)教師在使用交際教學(xué)法和非交際教學(xué)法中更傾向于使用哪種教學(xué)法?(3)職前中學(xué)英語(yǔ)教師的自我效能感和交際教學(xué)法和非交際教學(xué)法之間有何關(guān)系?175名職前英語(yǔ)教師參與了本次研究。他們完成了教師自我效能感問(wèn)卷和教學(xué)實(shí)踐問(wèn)卷兩個(gè)問(wèn)卷調(diào)查。在此之后,10名職前教師同意接受線上訪談。運(yùn)用SPSS軟件的描述統(tǒng)計(jì)、相關(guān)分析和多重回歸分析來(lái)分析和討論數(shù)據(jù)結(jié)果。研究結(jié)果表明:(1)在自我效能感的三個(gè)子效能感中,課堂管理和學(xué)生參與在自我效能感中作用最為明顯。(2)在英語(yǔ)教學(xué)中,教師更加傾向于使用交際教學(xué)法。(3)自我效能感與教學(xué)實(shí)踐具有正向顯著關(guān)系。自我效能感...

【文章頁(yè)數(shù)】：67 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter 1 Introduction
    1.1 Research background
    1.2 Research significance
    1.3 Organization of the paper
Chapter 2 Literature Review
    2.1 Self-efficacy
        2.1.1 Definition of self-efficacy
        2.1.2 Sources of self-efficacy
    2.2 Teachers’self-efficacy
        2.2.1 Teachers’self-efficacy
        2.2.2 Pre-service teachers’self-efficacy
    2.3 L2 Teaching practice
        2.3.1 Definition of teaching practice
        2.3.2 English teaching practice
    2.4 Summary
Chapter 3 Theoretical Basis
    3.1 Rotter’s locus of control theory
    3.2 Social cognitive theory
    3.3 Constructivism theory
Chapter 4 Research Design
    4.1 Research questions
    4.2 The participants
    4.3 The questionnaires
        4.3.1 Questionnaire on self-efficacy
        4.3.2 Questionnaire on teaching practices
        4.3.3 The reliability and validity of the questionnaires
    4.4 The interview
        4.4.1 Interview questions on self-efficacy
        4.4.2 Interview questions on teaching practices
    4.5 Research procedures
        4.5.1 Data collection
        4.5.2 Data analysis
Chapter 5 Results and Discussion
    5.1 Pre-service secondary school English teachers’self-efficacy
    5.2 The preference of the pre-service secondary school English teachers in using the two teachingpractices
    5.3 The relationship between pre-service secondary school English teachers’self-efficacy andcommunicative versus non-communicative teaching practices
Chapter 6 Conclusion
    6.1 Summary of the findings
    6.2 Research implications
    6.3 Research limitations
References
Appendix A Questionnaires
Appendix B Interviewing Questions
Acknowledgements



本文編號(hào)：3973825