英语教师教学成就归因与教学信念研究

论文摘要

在全球化下的中国,人们对英语学习的兴趣和需求不断增长,使英语教学成为了各级教育的重要组成部分,并对英语教师的职业发展提出了高要求。随着认知心理学和建构心理学在世界范围内的兴起,英语教师职业发展,尤其是教师的内心世界,引起了学者们的关注。尽管关于教师信念及其对外在行为影响的研究不少,但很少有研究对普通教师尤其是英语教师的教学成就归因进行过探讨。为了更好的了解英语教师的内心世界,并帮助他们有效地进行教学反思,本研究着眼于英语教师的教学成就归因及其与教学信念的关系。本研究在综合回顾了前人研究的基础上,使用问卷调查了两个城市的128名高中英语教师。分析结果显示,总体上看,在相同成就情况下,教师们对不同原因有不同的强调,而在不同成就情况下,他们的归因模式也有所不同;教师性别和教育背景对他们的失败归因有部分影响;教师教龄对他们的失败和成功归因都有部分影响:教师的教学信念可以部分地预测他们的教学成就归因。基于对结果和发现的讨论,本文对教师和学校提出了一些建议。教师应经常对自己的教学效果进行归因,应加强与同事和学生的交流,应自觉地反思自己的教学信念;学校应关注女教师的身心健康,为教师交流提供各种平台并帮助教师研习教材。

论文目录

• Abstract
• 摘要
• List of Abbreviations
• List of Tables
• Chapter 1 Introduction
• 1.1 Background of the Study
• 1.2 Purpose of the Study
• 1.3 Significance of the Study
• 1.4 Organization of the Thesis
• Chapter 2 Literature Review
• 2.1 Introduction
• 2.2 Studies on Teachers' Achievement Attributions
• 2.2.1 Theoretical Studies on Teachers' Achievement Attributions in Mainstream Education
• 2.2.2 Empirical Studies on Teachers' Achievement Attributions in Mainstream Education
• 2.2.3 Studies on Achievement Attributions in SL/FL Teaching
• 2.3 Studies on Teachers' Teaching Beliefs
• 2.3.1 Theoretical Explorations on Teaching Beliefs
• 2.3.2 Empirical Studies on Teaching Beliefs in SL/FL Teaching
• 2.4 Studies on the Relationship between Teaching Beliefs and Attributions
• 2.4.1 Theoretic Explorations
• 2.4.2 Empirical Investigations
• 2.5 Research Gap and Questions
• 2.6 Chapter Summary
• Chapter 3 Methodology
• 3.1 Introduction
• 3.2 Participants
• 3.3 Instrument
• 3.4 Data Collection
• 3.5 Data Analysis
• 3.6 Chapter Summary
• Chapter 4 Results and Findings
• 4.1 Introduction
• 4.2 General Achievement Attributions
• 4.2.1 Success Attributions
• 4.2.2 Failure Attributions
• 4.3 Gender,Teaching Year,Education Background and Attributions
• 4.3.1 Success Attributions and Influential Factors
• 4.3.2 Failure Attributions and Influential Factors
• 4.4 Achievement Attributions and Teaching Beliefs
• 4.4.1 Success Attributions and Teaching Beliefs
• 4.4.2 Failure Attributions and Teaching Beliefs
• 4.5 Chapter Summary
• Chapter 5 Discussion
• 5.1 Introduction
• 5.2 Teachers' General Attributional Situations
• 5.2.1 Different Weights of Attributional Causes
• 5.2.2 Difference between Success and Failure Attributional Patterns
• 5.3 The Factors Influencing Attributions
• 5.3.1 Teaching Year
• 5.3.2 Gender
• 5.3.3 Educational Background
• 5.4 The Predictions of Teaching Beliefs for Attributions
• 5.4.1 The Prediction for the Attributions of "Teacher's Teaching ability"
• 5.4.2 The Prediction for the Attributions of "Teacher's Teaching Effort"
• 5.4.3 The Prediction for the Attributions of "Luck"
• 5.4.4 The Prediction for the Attributions of "Teaching Material Difficulty"
• 5.4.5 The Prediction for the Attributions of "Students' Effort"
• 5.5 Chapter Summary
• Chapter 6 Pedagogical Implications
• 6.1 Introduction
• 6.2 Implications for Teachers
• 6.2.1 Making Attributions for Teaching Outcomes
• 6.2.2 Strengthening Communication with Colleagues and Students
• 6.2.3 Reflecting upon Teaching Beliefs
• 6.3 Implications for Schools
• 6.3.1 Attending to the Female Teachers' Mental and Physical Health
• 6.3.2 Providing Teachers with Platforms for Communication
• 6.3.3 Helping Teachers Study Teaching Materials
• 6.4 Chapter Summary
• Chapter 7 Conclusion,Limitations and Suggestions
• 7.1 Summary of the Study
• 7.2 Limitations and Suggestions
• References
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ
• Appendix Ⅳ
• Acknowledgements
• 学位论文评阅及答辩情况表