【作者】 张丹；

【导师】 韦静；

【作者基本信息】 西南大学 ， 教育硕士（专业学位）， 2020， 硕士

【摘要】 教师的自我效能感是指教师对自己完成某一特定任务和目标的自信水平。教学实践是指教师在课堂上使用的教学方法。英语教师的自我效能感在教学中起着重要作用,并且在某种程度上影响着教师在教学中的表现和教学成果。虽然我们现在处于后交际法时代,但交际法在英语教学中占据着重要地位。基于罗特的控制理论、班杜拉的社会认知理论和社会建构主义,本研究将探索自我效能感如何影响英语教师的教学实践。本研究旨在回答以下三个问题:(1)职前中学英语教师的自我效能感现状如何?(2)职前中学英语教师在使用交际教学法和非交际教学法中更倾向于使用哪种教学法?(3)职前中学英语教师的自我效能感和交际教学法和非交际教学法之间有何关系?175名职前英语教师参与了本次研究。他们完成了教师自我效能感问卷和教学实践问卷两个问卷调查。在此之后,10名职前教师同意接受线上访谈。运用SPSS软件的描述统计、相关分析和多重回归分析来分析和讨论数据结果。研究结果表明:(1)在自我效能感的三个子效能感中,课堂管理和学生参与在自我效能感中作用最为明显。(2)在英语教学中,教师更加倾向于使用交际教学法。(3)自我效能感与教学实践具有正向显著关系。自我效能感越高的教师,越倾向于使用交际教学法。有很多影响自我效能感和教学实践的因素。研究者发现英语教师自我效能感和教学实践之间存在相互影响的关系。更多还原

【Abstract】 Teachers’ self-efficacy refers to their confidence level in completing certain teaching tasks and achieving desirable teaching goals.Teaching practices refer to the teaching practices that teachers use in class.The sense of self-efficacy of English teachers plays an important role in teaching,and it influences teachers’ performance in teaching and teaching achievements to a certain extent.Although we are now in the post-communicative age,communicative language teaching practices still occupy an eminent position in English teaching.Based on Roth’s control theory,Bandura’s social cognitive theory,and social constructivism,this study explores how self-efficacy influences pre-service English teachers’ teaching practices,and aims to answer the following three questions:(1)What is pre-service secondary school English teachers’ self-efficacy?(2)What is the preference of the pre-service secondary school English teachers in the use of communication-focused or the non-communication-focused teaching practices?(3)How is pre-service secondary school English teachers’ self-efficacy associated with their use of communicative versus non-communicative teaching practices?One hundred and seventy-five pre-service English teachers participated in this study.They finished two questionnaires: Questionnaire on teacher’s self-efficacy and Questionnaire on teaching practices.After this,ten of the participants agreed to participate in on-line interviews.Descriptive statistics,correlational analysis and multiple regressions in SPSS software were used to analyze and discuss the data results.The research findings suggest that:(1)Of the three sub-effects of self-efficacy,classroom management and student engagement play the most significant role in self-efficacy.(2)In English teaching,teachers are more inclined to use communicative teaching practices.(3)Self-efficacy has a significant positive relationship with teaching practice.Teachers with higher self-efficacy tend to use communicative teaching practices.There are numerous factors influence the relationship between Englishteachers’ self-efficacy and teaching practices.The researcher found that English teachers’ self-efficacy and teaching practices have an interactive relationship.更多还原