摘要
本研究将成就目标定向理论用于大学英语教师动机研究,通过对597名大学英语教师进行问卷调查,探讨了大学英语教师教学目标取向与教师教学方式的特征及关系。结果表明:1)大学英语教师的主观成就感主要取决于教师个体的进步和良好师生关系的建立与维护;2)"学生中心"的大学英语教学方式在教师的教育理念和教学实践中均有所体现;3)教师越关注师生关系以及他人对自己教学能力的评价,越倾向于采用"教师中心"的教学方式,越关注个人发展则越倾向于采用"学生中心"的教学方式。本研究对激发大学英语教师的教学动机、推进以学生学习为主的大学英语教学方式变革具有一定的启示。
This study explores the characteristics of and relationships between college English teachersgoal orientations for teaching and their approaches to teaching. The results from a sample of 597 college English teachers show that:(1) teachers were more directed towards personal improvement and student-teacher relationship;(2) their teaching intentions and strategies embodied student-focused approach; and(3) those who perceived teaching as a competence-relevant and student-teacher relationship activity tended to adopt teacher-focused approach, while personal improvement directed ones were more likely to take student-focused approach. The study has implications for motivating college English teachers and facilitating the shift of college English teaching to studentfocused teaching approach.
出处
《现代外语》
CSSCI
北大核心
2017年第6期825-836,共12页
Modern Foreign Languages
基金
教育部人文社会科学研究青年基金项目"高校教师教学动机对专业发展的影响路径研究"(17YJC880033)的阶段性成果
"山东大学青年学者未来计划"资助
关键词
大学英语教师
教学目标取向
教学方式
college English teachers
goal orientations for teaching
teacher approaches to teaching
