教师实践性知识对学生团队自主学习动机的影响研究  

An Impact Study:On Teacher's Practical Knowledge and Students' Self-regulated Team-learning Motivation

作　　者：唐红梅[1] 聂雪芬[1] 

机构地区：[1]广东白云学院,广东广州510450

出　　处：《教育与教学研究》2017年第4期79-87,共9页Education and Teaching Research

基　　金：2015年度广东省高等教育教学改革项目"新三中心中大学英语课程学生团队自主学习评价的研究与实践(编号:CXQX-JY201506)

摘　　要：以教师实践性知识的4个子类20个题项对一民办本科院校的学生进行问卷调查,探讨教师的实践性知识是否对学生参与团队自主学习动机产生影响。调查发现,教师实践性知识在性别上对学生参与团队自主学习动机没有影响,但对不同类别的学生(理工类和文科类)则有显著性差异:英语水平略低的学生(理工类)更多地受教师的信息技术知识、激励手段、评价方法、人际关系和课堂监控与组织方法的影响;英语水平较高的学生(文科类)受教师的反思意识、跨文化学科知识和课堂语用知识、价值观、教育理念、自我调节意识以及因材施教意识等影响更显著。结果显示,教师实践性知识有利于学生参与团队自主学习动机的激发,尤其是与学生相关的知识。因此,研究教师实践性知识将有助于提高教学质量。This study explores whether teachers＇ practical knowledge has impacts on students＇ self-regulated team-learning motivation by conducting a questionnaire consisting of four sub categories of 20 items, students as respondents, in a private university. After analyzing the data, we obtained the following findings. Teachers＇ practical knowledge didn＇ t affect students＇ self-regulated team-learning motivation on gender, however, it did have a significant difference on different sorts of students（science and arts）：those whose English levels are lower（ science stu- dents） were more motivated by teachers＇ practical knowledge, mainly including information technology, incentives, evaluation methods, interper- senal relationship,classroom supervisory and organization methods. Whereas, those whose English levels are higher（ art students） were greatly inspired by teachers＇ practical knowledge such as self-reflection, cross-cultural discipline and pragmatic knowledge in classroom, values, educational concept, self-regulation, and individualization in accordance of students＇ aptitude. The above results prove that teachers＇ practical knowledge is helpful to stimulate students＇ team-learning motivation, especially those related to students＇. Therefore, studying teacher＇ s practical knowledge will improve teaching quality.

关 键 词：教师实践性知识 团队自主学习 大学英语教师 

分 类 号：G655[文化科学—教育学]