初任教师教学归因刍议  

On Teaching Attribution of Beginning Teachers

作　　者：敬军[1] 蒋平[1] JING Jun;JIANG Ping(Mianyang Teachers' College, Mianyang, Sichuan 621000)

机构地区：[1]绵阳师范学院,四川绵阳621000

出　　处：《绵阳师范学院学报》2019年第4期61-64,共4页Journal of Mianyang Teachers＇ College

基　　金：四川省教师教育研究中心一般项目"西部乡村卓越教师职前培养研究"(TER2018-006);绵阳师范学院质量工程项目"西部乡村卓越教师职前培养综合改革研究"(Mnu-JY18040);高等教育校本研究委托课题"绵阳师范学院课程转型改革发展研究"(XBYJ201822);绵阳师范学院教学团队"教师教育公共课程群教学团队"(Mnu-JY18095)

摘　　要：近年来,随着教师职业的发展以及中国人口结构的变化,社会对教师数量需求增加,越来越多的年轻人加入到教师这个队伍里。在教师职业发展中有一个特殊的阶段——初任教师。一方面,他们对工作饱含热情,但另一方面,由于教学经验不够,专业技能水平不高,对自己的教学成败归因往往会出现较大的偏差。因此,研究初任教师教学归因表现误差及原因,从而揭示出初任教师合理归因趋向以及调节方法显得尤为重要。In recent years, with the development of teaching profession and the change of population structure in China, the demand for teachers in the society as a whole has increased. More and more young people have joined the teaching staff. There is a special stage in the development of teaching profession: Being a beginning teacher. On one hand, they are enthusiastic in working. On the other hand, they encounter failures in teaching and cannot spot its causes, due to their insufficient teaching experience and inadequate professional skills. Therefore, it is particularly important to research the apparent errors on teaching attribution of beginning teachers and the analysis of the causes, so as to find the reasonable teaching attribution of beginning teachers and its countermeasures.

关 键 词：初任教师 教学 归因理论 教学归因 调节方法 

分 类 号：G420[文化科学—课程与教学论]