以提升教学效能感为目的的《英语教学法》教学模式改革研究  

The Reform and Research on the Teaching Model of English Teaching Methodology Course Aiming at Increasing Sense of Teaching Efficacy

作　　者：肖善香 吴素萍[2] 刘寅华[2] 

机构地区：[1]江西应用工程职业学院 [2]萍乡高等专科学校,江西萍乡337000

出　　处：《萍乡高等专科学校学报》2013年第1期87-92,共6页Journal of Pingxiang College

基　　金：江西省社会科学规划项目"基于班杜拉效能理论的英语教学法课程改革探索"(编号:11WX333)阶段性成果之一

摘　　要：本文介绍了研究者在班杜拉(Bandura)效能理论指导下实施的《英语教学法》教学模式改革实验。改革围绕影响个人效能变化的四个信息源进行设计,课堂上以习明纳尔(seminar)的教学方式为主,强调教师的教学基础建立在学生的课前文献阅读,教学视频观看,真实课堂教学演练,学习成果展示、小组评议与自我反思等学生主体活动之上,其目的在于增加学生个人直接与间接教学的成功体验,通过正面鼓励与言语劝说使学生保持良好的生理、心理状态,从而最终提升学生个体的教学效能感,增强学生对未来教育教学工作的信心。实验证明:改革后的教学模式不但提升了学生的教学效能感,而且带来了学生学习自主性和责任感增强等诸多附带的良性效果。This paper presents an experimental reform concerning the teaching paradigm of the course English Teaching Methodology implemented under the guidance of Bandura’s efficacy theory. The four sources of personal efficacy beliefs formed the basis of the reform design. With seminars as the predominant class teaching approach, this paradigm emphasized students’leading roles in pre-class reading, video case watching, real teaching practice, individual show, peer evaluatation and personal reflection. The ultimate goal was to promote students’sense of teaching efficacy and confidence in future teaching by increasing positive experiences and keeping favorable physiological and psychological conditions. The experiment demonstrated that, in addition to enhancing students＇ sense of teaching efficacy, the reformed paradigm brought about many supplementary positive effects such as increase of students’learning autonomy and responsibility.

关 键 词：教学效能感 英语教学法 教学模式改革 

分 类 号：G640.0[文化科学—高等教育学]