【摘要】：基礎(chǔ)教育課程改革要求教師貫徹執(zhí)行以學(xué)生為中心的教育理念,尊重學(xué)生情感、個(gè)性和發(fā)展的愿望。諸多研究表明,學(xué)習(xí)者的自我效能感是影響學(xué)生學(xué)習(xí)態(tài)度的關(guān)鍵因素,也對(duì)學(xué)習(xí)過(guò)程及學(xué)業(yè)成績(jī)產(chǎn)生重要影響。因此有必要探討教師在提高學(xué)生的學(xué)習(xí)自我效能感上可以發(fā)揮的作用�；仡櫼酝墨I(xiàn),發(fā)現(xiàn)很多研究是專注于從學(xué)習(xí)者角度去調(diào)查分析學(xué)習(xí)者自我效能感,鮮少注意到教師在其中的作用。因此,本文試圖從教師角度,探討其中介作用對(duì)學(xué)生自我效能感的影響。基于此,本研究的研究問(wèn)題如下:(1)高中英語(yǔ)教師中介作用的實(shí)施情況;(2)高中生的英語(yǔ)學(xué)習(xí)自我效能感水平;(3)英語(yǔ)教師中介作用與學(xué)生自我效能感之間的相關(guān)性。本研究的被試對(duì)象來(lái)自于南昌實(shí)驗(yàn)中學(xué)的學(xué)生和老師。其中,教師對(duì)象為36名,學(xué)生對(duì)象為高一、高二、高三學(xué)生共213名。研究工具包括對(duì)英語(yǔ)教師中介作用調(diào)查問(wèn)卷,學(xué)生自我效能感調(diào)查問(wèn)卷,學(xué)生期末考試英語(yǔ)成績(jī)以及訪談。通過(guò)SPSS17.0對(duì)所搜集的數(shù)據(jù)進(jìn)行描述統(tǒng)計(jì)和皮爾森相關(guān)分析,并對(duì)訪談錄音進(jìn)行轉(zhuǎn)寫(xiě)分析。本研究的研究結(jié)果如下:1.高中英語(yǔ)教師中介作用總體實(shí)施情況良好,大多數(shù)被試教師在教學(xué)中經(jīng)常發(fā)揮中介作用;2.高中生英語(yǔ)學(xué)習(xí)自我效能感水平總體中等稍偏下,并且學(xué)生自我效能感與其學(xué)業(yè)成績(jī)呈正相關(guān);3.教師中介作用與學(xué)生自我效能感水平呈正相關(guān),即是英語(yǔ)老師越是經(jīng)常發(fā)揮中介作用,其學(xué)生的學(xué)習(xí)自我效能感水平越高。最后,本文基于數(shù)據(jù)分析及訪談結(jié)果,針對(duì)如何更好的發(fā)揮教師中介,提高學(xué)生自我效能感提出了一些建議。教師不僅要?jiǎng)?chuàng)造良好的交互式課堂,更要注重給予合適的教學(xué)任務(wù)和教學(xué)內(nèi)容。此外,也指出了本研究存在的局限性。
[Abstract]:The basic education curriculum reform requires teachers to carry out the student-centered education concept and respect the students' emotion, personality and development desire. Many studies have shown that learners' self-efficacy is the key factor to affect students' learning attitude, and also has an important impact on the learning process and academic achievement. Therefore, it is necessary to explore the role that teachers can play in improving students' sense of self-efficacy. Reviewing the previous literature, it is found that many studies focus on investigating and analyzing learners' self-efficacy from the perspective of learners, with little attention being paid to the role of teachers in it. Therefore, this paper attempts to explore the influence of its intermediary role on students' self-efficacy from the perspective of teachers. Based on this, the research questions are as follows: (1) the implementation of English teachers' intermediary role in senior high school; (2) the level of English learning self-efficacy of senior high school students; (3) the correlation between English teachers' intermediary role and students' self-efficacy. The subjects of this study were students and teachers from Nanchang Experimental Middle School. Among them, the teacher object is 36, the student object is the high school one, two, three students altogether 213. The research tools include a questionnaire on English teachers' intermediary role, a questionnaire on students' self-efficacy, English scores on students' final exams and interviews. The data collected are described and analyzed by SPSS17.0 and Pearson correlation. The results of this study are as follows: 1. The overall implementation of the intermediary role of English teachers in senior high school is good, and most of the subjects often play an intermediary role in teaching. The level of English learning self-efficacy of senior high school students is slightly lower than that of middle school students, and there is a positive correlation between students' self-efficacy and their academic achievement. There is a positive correlation between teacher mediation and the level of students' self-efficacy, that is, the more often English teachers play an intermediary role, the higher their learning self-efficacy level is. Finally, based on the data analysis and interview results, this paper puts forward some suggestions on how to better play teacher intermediary and improve students' self-efficacy. Teachers should not only create good interactive classroom, but also give appropriate teaching tasks and contents. In addition, the limitations of this study are also pointed out.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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