教师自我效能感对儿童发展的作用及其机制  

Teachers' Perceived Self-efficacy on Children's Development

作　　者：洪秀敏[1] 庞丽娟[1] 

机构地区：[1]北京师范大学教育学院,北京100875

出　　处：《学前教育研究》2006年第6期44-47,共4页Studies in Early Childhood Education

基　　金：教育部人文社会科学研究博士点基金项目(03JB880005)资助

摘　　要：教师自我效能感是教师对教育工作和自身教育能力与影响力的自我信念、判断与感受,对教师自身发展和儿童发展都具有重要意义。本文阐释了教师自我效能感的内涵,具体分析了教师自我效能感对儿童自我概念、学业成就、行为、个性和师生关系等发展的重要作用,并进一步揭示了教师自我效能感作用于儿童发展的内在过程与机制。Teachers＇ perceived self-efficacy is a kind of self belief, evaluation and feeling on their own education work and abilities. Such kind of feeling is very important to the development of teachers as well as children. Based on its analyzing on what teachers＇ perceived self-efficacy means, the paper points out that teachers＇ perceived self-efficacy has great impacts on children＇s self-concept, academic achievement, behavior and their relationship with teachers through a kind of mechanism that is analyzed at the same time.

关 键 词：教师 自我效能感 儿童发展 作用 机制 

分 类 号：G451.1[文化科学—教育学]