教育教学信念论文：师范生教育教学信念及其影响因素.doc

教育教学信念论文：师范生教育教学信念及其影响因素【中文摘要】教师的教育教学信念是教师教育研究中的一个新兴的领域,而且它的形成是不断地发展演变的过程。当前,师范教育即作为师范生专业定向的重要阶段,也是师范生职业理想初步确立的时期,而且我国对教师的职前培养大部分是在师范院校。今日的师范生是未来教育的工作者,处于教师教育的职前教育时期“准教师”阶段,他们的教育教学信念关系到我国未来教学的方式、行为及教学活动的开展,关系到我国基础教育课程的改革,关系到我国教育的未来发展。因此,关注师范生的教育教学信念,了解师范生教育教学信念形成的影响因素,无论对职前教师的教育教学信念正确定位还是对在职教师的教育教学信念的引导和转变,都具有重要的意义。本研究主要以东北师范大学师范生为样本,旨在探讨东北师范大学师范生教育教学信念的现状及其影响因素。为达到研究,随机选取东北师范大学10个师范专业的部分师范生365人为研究对象,运用文献分析和问卷调查等方法,以自编的关于师范生教育教学信念的调查问卷为工具进行调查研究。将收集的资料进行描述性统计分析、单因素方差分析、独立样本T检验等分析法进行数据分析,最后归纳分析结果,提出结论与建议。通过对调查数据进行多种统计分析和处理,得出以下结论:1、总体上,师范生对于教师职业的信念较高,学生、课程、教师角色信念较低,更注重职业外在的利益,轻视职业内在的精神。师范生对于教师职业前景、教师地位信念较高;对于教师责任、教师知识、教师人格魅力信念较低。师范生更看重教师职业的经济地位,且大部分同学认为教师职业晋升机会较少。2、师范生认为家教经历、教育实习、父母的教育方式、大学学校的教育理念文化氛围、教学环境和教育见习居前五位,对教育教学信念形成有重要的影响,普遍认为自身性格,小学学校的教育理念文化氛围、教学环境对教育教学信念影响不大。表现在大的维度上,其重要程度为:重要事件(家教经历、教育见习经历、教育实习经历和大学阶段教育类课程的学习)、重要他人影响(父母、亲戚朋友、老师)、生活环境影响(学校环境及教育理念,社会媒介)、自身性格。【英文摘要】Teacher beliefs education is a new field in a teacher education, and its form is continuously developing process of evolution.At present, the teachers education is mainly through the training of teachers colleges and schools.Unless the stage of student teachers professional is important period, at the same time students go to establish their initial period.Today,student teachers who are in the period before education - “teacher” stage is the future of education,their teachersbelief influence the future of our teaching methods, teaching activities, and our basic education curriculum reformnaotion.Therefore, we concern student teacherseducation teaching, and understand the beliefs of its formation student teachers teaching, influence factors for in-service teachers the education front of the teaching position in the right to in-service teacher education in convictions to guide and change of great significance. this is an important subject of teacher education and teaching research in the future .The aim of the research is to explore the normal teaching student teachers belief education of its convictions and the impact of factors. 365 student teachers from 10 departments of the Northeast Normal University are as the samples of the questionnaire, For analyzing the data of the study, Descriptive Statistics, one-way ANOVA and T test are used. At last, according to the results of the reseach, some suggestions are given to the school and student teachers.Some conclusions after analyzing the data of the survey can be got:1.On the whole, student teachers have high faith on the teaching profession, s but low on the course, tudents, the role of faith, and they pay more attention to external nterests of the profession . Actually, student teachers have high faith on the prospects of teaching profession,the status of teachers in sociaty, low in responsibility, knowledge and personality of teachers. Student teachers pay more attention to the economic status of teachers ,and most of students think the teacher have low promotion in the future.2. Student teachers think experience as a tutor ,practice, the way of parentseducation , college education , culture and idea of teaching environment of colloge in front of the five ,have a significant influence on educational beliefs of teachers. On the contrary, they generally believe that their primary school education, culture, the concept of environmental have little impact on educational beliefs of teachers. On the level of dimension, theyre”important event (experience as a tutor, practice,probation, studying in the university curriculum)”,”important person(parents, relatives and friends, teachers)”,”environment(environment and education of school, social media )”,”person character”.【关键词】教育教学信念 师范生 实证研究【英文关键词】educational beliefs student teachers empirical research【备注】索购全文在线加好友：1.3.9.9.3.8848 同时提供论文写作一对一指导和论文发表委托服务【目录】师范生教育教学信念及其影响因素摘要4-5Abstract5-6绪论9-12一、问题的提出9二、研究目的与意义9-10（一） 研究目的9-10（二） 研究意义10三、研究的思路与方法10-12第一章 文献综述12-23一、国内外关于教育教学信念的理解12-16（一） 关于信念12-15（二） 关于教师的教育教学信念15-16二、国内外学者关于教育教学信念的研究16-20（一） 国外学者对教育教学信念的研究16-18(二) 国内学者对教育教学信念的研究18-20三、未来研究中有待拓宽的方面20-23（一） 教育改革中的教师教学信念研究21（二） 教师教学信念与教学成效的研究21（三） 教师教学信念的养成方式21（四） 教育教学信念与教师专业化发展21-23第二章 研究方法23-27一、研究工具23-25（一） 调查问卷23-24（二） 调查问卷的信度分析24-25二、研究对象25-26三、数据处理及分析方法26-27第三章 研究的结果与分析27-42一、师范生教育教学信念现状分析27-38（一） 师范生教育教学信念总体现状27-30（二） 不同年级师范生教育教学信念比较分析30-32（三） 不同性别学生教育教学信念的比较分析32-34（四） 不同师范专业教育教学信念的比较分析34-36（五） 不同生