英语专业学生教育实习论文提纲

论文题目：英语教育实习生教师自我效能感研究

摘要：教师自我效能感指的是教师对其在特定教学环境下能否成功地实现教学目标,能否有效地完成教学任务,促使学生学习和发展的能力的主观评价、认知和信念。它不仅对教师的职业发展产生巨大的影响,而且也是提高学生学习成绩的重要预测因素。近几十年来关于教师自我效能感的研究已经引起国内外的广泛关注,然而大部分仅局限于在职教师,忽视了师范院校的教育实习生。因此,本研究旨在调查研究英语专业实习教师的自我效能感和影响师范院校实习生教师自我效能感形成的相关因素。在此次调查中,笔者选取了江西省几所师范院校的英语专业实习生作为研究对象,共发放问卷152份。随后,为了更好地佐证所得的数据结果,笔者从参加问卷调查的被试中选择了6名实习教师进行逐一访谈。本研究所使用的问卷参照了Tschannen-Moran等人编制的《英语实习教师自我效能感量表》。问卷将教师自我效能感分为学生参与、课堂管理、教学策略和教材处理四个维度。通过借助SPSS 20.0统计软件,笔者对相关数据进行了分析,并且有以下发现:首先,英语实习教师的自我效能感现状在整体上处于中等偏上水平,但是具体到四个不同维度的自我效能感,又有不同的结果,教学策略效能最高,学生参与效能最低。此外,通过独立样本T检验进一步发现,英语实习教师的自我效能感在性别、英语水平、教学经历、实习学校类型上存在着显著差异。性别方面,男性实习教师比女性实习教师自我效能感更高;英语水平方面,专业成绩高的实习教师在教学实践中更有自信;教学经历方面,实习前有过上课经验的教师更有信心处理各种教学难题;实习学校方面,非重点学校的实习教师比重点学校的实习教师自我效能感更高。基于以上研究结果,本文对如何提高英语专业实习教师的自我效能感提出了几点建议。首先,英语教育实习生在本科阶段应该致力于提高自己的英语水平;积累更多的教学经验;不断地调整自我以更好地融入实习学校。其次,师范院校应该谨慎地选择实习学校;开设更多的英语强化课程,提高学生的专业能力;为学生提供更多的教育实习机会。最后,实习学校应该挑选出合格且负责的指导教师,创造机会增加实习教师的课堂教学经验。

关键词：教师自我效能感;英语实习教师;师范院校;教育实习

学科专业：教育硕士（专业学位）

Abstract

摘要

Chapter One Introduction

1.1 Research background

1.2 Purposes and significance of the research

1.3 Organization of the thesis

Chapter Two Literature Review

2.1 Self-efficacy

2.1.1 Definitions of self-efficacy

2.1.2 Sources of self-efficacy

2.2 Teachers’ sense of self-efficacy

2.2.1 Definitions of teachers’ sense of self-efficacy

2.2.2 Factors influencing teachers’ sense of self-efficacy

2.3 Studies on English teachers’ sense of self-efficacy

2.3.1 Relevant studies abroad

2.3.2 Relevant studies at home

2.4 Studies on pre-service teachers’ sense of self-efficacy

2.4.1 Relevant studies abroad

2.4.2 Relevant studies at home

2.5 Theoretical framework of this study

Chapter Three Research Methodology

3.1 Research questions

3.2 Subjects

3.2.1 Subjects of the questionnaire

3.2.2 Subjects of the interview

3.3 Instruments

3.3.1 Questionnaire

3.3.2 Interview

3.3.3 English profiency test

3.4 Data collection and analysis

Chapter Four Results and Discussion

4.1 Current situation of pre-service English teachers’ sense of self-efficacy

4.1.1 Overall condition of pre-service English teachers’ sense of self-efficacy

4.1.2 Pre-service English teachers’ efficacy for instructional strategies

4.1.3 Pre-service English teachers’ efficacy for student engagement

4.1.4 Pre-service English teachers’ efficacy for classroom management

4.1.5 Pre-service English teachers’ efficacy for textbook processing

4.2 Factors influencing pre-service English teachers’ sense of self-efficacy

4.2.1 Pre-service English teachers’ sense of self-efficacy and gender

4.2.2 Pre-service English teachers’ sense of self-efficacy and Englishproficiency

4.2.3 Pre-service English teachers’ sense of self-efficacy and teachingexperience

4.2.4 Pre-service English teachers’ sense of self-efficacy and practicumschool types

Chapter Five Conclusion and Implications

5.1 Summary of major findings

5.2 Implications of the study

5.3 Limitations of this study and suggestions for further research

Bibliography

Appendix I

Appendix Ⅱ

Acknowledgements