摘要
通过问卷调查对福建省某师范大学参与CBI课程改革的26名英语专业教师为研究对象,旨在调查研究高校英语专业CBI课程教师自我效能感的现状,并探讨提高教师自我效能感水平的途径。结果显示:高校英语专业CBI课程教师自我效能感水平处于中等水平;专业背景和教龄是影响高校英语专业CBI课程教师自我效能感水平的主要因素。教师的自我效能感和教师专业发展水平与其自我反思和自我发展意识密切相关。
With the method of questionnaire survey and interview, this study chose 26 English teachers from a normal university in Fujian Province as the research subjects who have participated in Content-based Instruction (CBI) curriculum reform, aiming to investigate the current situation of the teachers’self-efficacy and explore the approach to improve their professional development. The results indicate that the teachers have a medium evaluation of their self-efficacy. In addition, their self-efficacy is formed by two factors: professional background and school age. The training of self-reflection and self-development is an effective way to improve teachers’ self-efficacy and promote their professional development.
出处
《闽南师范大学学报（哲学社会科学版）》
2019年第1期102-106,共5页
Journal of Minnan Normal University:Philosophy and Social Sciences
基金
福建省社科规划一般项目(FJ2015B157)
