论教师信念在教学实践中的作用  

On Teachers' Beliefs as Determinant Factors in Teaching Practice

作　　者：王长安[1] 

机构地区：[1]内江师范学院外语学院,四川内江641112

出　　处：《四川理工学院学报（社会科学版）》2011年第4期101-104,共4页Journal of Sichuan University of Science & Engineering(Social Sciences Edition)

摘　　要：教师信念是教师对于人、自然、社会和教育科学的看法和观点。它一经形成就会影响并指引教师的判断和教学行为,并逐渐成为他们价值观的一部分。教师信念在确认程度、内容成分以及结构方式等方面表现出极强的能动性,使它显得比知识更为重要。也因此使得它成为掌控教学最为有力的因素。尤其是自我效能和集体效能的发挥使得它从根本上决定教学实践的好与坏,成与败。Teacher beliefs are the teachers＇ views toward human being, nature, society, and educational science. Once they have formed, they will exert influence on and guide teachers＇ judgment and their teaching practice, and will become a part of teachers＇ values. The strong dynamics that teachers＇ beliefs have shown in affirmation, content, and structure makes them more important than knowledge and hence makes them become the most powerful element to con- trol the whole teaching practice. Further, the full exertion of both self and collective efficacy guarantees the success of the teaching practice.

关 键 词：教师信念 自我效能 集体效能 教学实践 

分 类 号：G451.6[文化科学—教育学]