【作者】 王梅；

【导师】 朱德全；

【作者基本信息】 西南师范大学 ， 发展与教育心理学， 2004， 硕士

【摘要】 随着新课程改革的展开，新课程改革的目标、理念与教师的现有教学水平之间形成的矛盾与反差显露无余，教师对新课程改革中的理念、教材、教法与评价等的接受会经过无所适从到逐步适应的阶段，这期间教师的教学效能感势必因此有所波动，而教师的教学效能感的起伏将影响教师的教学动机和职业紧张状况，进而影响教师的教学效果、师生关系协调，从而关系到新课程改革的顺利实施与开展。本研究正是在这一现实背景下关注参与课程改革的教师的教学效能感的变化，以及由此引发的教学动机和职业紧张等心理状况。 通过对调查数据予以分析和说明，本研究得到如下结论： (1)课程改革以后，参与课改的教师无论与自身纵向相比，还是与未参加课改的教师横向相比，其一般教育效能感显著上升，而教师的个人教学效能感则(显著)下降； (2)课程改革以后，参与课改的教师与自身纵向相比其内部动机有较为显著的下降趋势，外部动机则有显著地上升趋势；其内部动机和外部动机都(显著)高于未参加课改的教师； (3)课程改革以后，参与课改的教师无论是与自身纵向相比，还是与未参与课改的教师横向相比，其“职业任务”和“个体紧张反应”方面均呈现(非常)显著地上升趋势，而在“个体应对资源”方面除休闲是显著降低外，其余无显著的差异； (4)不同特征和类别教师的“教学效能感”、“教学动机”和“职业紧张应对”在课改前后的变化状况上存在(显著)差异； (5)教师教学效能感、教学动机和职业紧张应对密切联系，教学动机与教学效能感相互作用显著；而职业紧张应对直接显著影响教学动机，间接影响教学效能感。 依据这些现象的成因分析，本研究在教师心理辅导和保健、师资专业化培训、教师评价机制等方面均得到不同角度的启示，由此寻求增强教师教学效能感和教学动机、消解教师紧张和压力的策略。更多还原

【Abstract】 With the outspread of new curricular reform, the contradiction and contrast between the idea of new curricular reform and teachers’ existing teaching level totally appeared. Teachers’ acceptance of idea teaching material teaching method and evaluation will experience from not knowing what to do to adapting them gradually. During the period, teachers’ sense of teaching efficacy certainly would fluctuate because of above-mentioned reasons. Moreover, undulation of teachers’ sense of teaching efficacy would affect their teaching motivation and occupational stress, and then it would influence teaching results and harmony between teachers and students, so that consequently influence the successful implement and development of curricular reform. The study paid attention to the change of teacher’s sense of teaching efficacy teaching motivation and occupational stress under such realistic background.By analysis and explanation of investigation data, the study concludes the results as follows:1 After implement of curricular reform, general teaching efficacy of teachers who have joined curricular reform compared to their past or to of what teachers who haven’t joined curricular reform goes up significantly, while personal teaching efficacy (significantly) declines;2 After implement of curricular reform, intrinsic motivation of teachers who have joined curricular reform compared to their past (significantly) presents descending trend, while their outer motivation (significantly) rises apparently. So that their intrinsic motivation and outer motivation are significantly much higher than of what teachers whohaven’t joined curricular reform;3 After implement of curricular reform, occupational role and personal stress of teachers who have joined curricular reform compared to their past or to of what teachers who haven’t joined curricular reform goes up significantly, while their relaxation of personal resource significantly declines, but have no remarkable difference at other aspects;4 The sense of teaching efficacy teaching motivation and occupational stress of teachers which belong to different characteristic and category exists remarkable difference before and after new curricular reform;5 Teachers’ sense of teaching efficacy teaching motivation and occupational stress tie together tightly, while the interaction of teaching motivation and occupational stress is prominence, occupational stress directly influences teaching motivation, and indirectly influences the sense of teaching efficacy.According to analysis of original cause of these phenomena, the study gets various inspiration from the following aspects: teachers’ psychological consultation and healthy protection specialization training and their appraises mechanism. Therefore the study seeks strategies which can enhance teachers’ sense of teaching efficacy and teaching motivation, also can alleviate teachers’ stress and pressure.更多还原