摘要
教师的教学效能感概念来源于班杜拉的自我效能感理论。它是自我概念、自我评价的一种表现,是指个体以自身为思维对象,对自己能否在一定水平上完成某一活动所具有的能力判断、信念或主体自我把握与感受。自我效能感能够反映出一个人在面临困难时的坚持性和努力程度。作者从教学效能感的概念入手,介绍了教师教学效能感影响学生以及教学质量的作用机制,联系实际分析了影响大学教师教学效能感的内外部因素,针对如何提高大学教师的教学效能感提出了切实可行的培养策略:完善学校环境,蕴育积极向上的校园文化,营造和谐的人际环境;强化大学教师职业意识,合理定位角色,提高教师对现代教育技术的运用能力;积极倡导教学改革,鼓励教师积极参与科学研究,努力做到教学与科研相结合;引导教师恰当进行教学归因,正确看待成败结果。
Teaching efficacy of teachers originated from Bandurag personal efficacy theory is one of the expression of self- concept and self- evaluation. Taking individual as subjects, it means faith, self - grasp and recept, or judgement whether oneself can have the ability when he finishes a certain activity on a certain level. And personal efficacy reflects insistence and endeavor extent when a person confronts difficulties. The author starts with the concept of teaching efficacy, then introduces the active mechanism that teaching efficacy influences students and teaching quality. Contacting with facts, it analyzes inner and outer factors which influences teaching efficacy of collegial teachers. At last, aiming at how to enhance the teaching efficacy of collegial teachers, it proposes feasible culture strategy, such as consummating environment of university, accumulating positive campus culture, constructing harmonious interpersonal environment; strengthening occupational ideology of collegial teachers, reasonablely orientating roles, enhancing management ability of modern educational technology ; actively sparkpluging teaching innovation, encouraging teachers to participate actively in science research, studiously combining teaching and scientific research; properly leading teachers carry on teaching attribution, rightly looking on the results of success and failure.
出处
《沈阳农业大学学报（社会科学版）》
2007年第1期49-52,共4页
Journal of Shenyang Agricultural University(Social Sciences Edition)
关键词
高等学校
教学改革
自我效能感理论
教学效能感
培养策略
higher school
teaching innovation
personal efficacy theory
teaching efficacy
culture strategy
