摘要
本研究通过问卷和访谈调查了高校青年教师学术阅读策略的使用状况及其在人口统计学特征变量上的差异,探讨了学术阅读策略使用与教师自我效能感之间的关系。结果表明:教师们的策略使用频率总体上处于中等水平。分类策略使用频率最高,文件管理策略使用频率最低。男教师更多使用确立目标和创造机会策略,女教师更多使用自我奖励和记录感想策略;文科专业教师更多使用自我奖励策略,理科专业教师更频繁使用分类策略;教师的学位和职称变量未对策略使用产生显著影响;一半教师对自己目前的学术阅读状况不满意,且自我效能感高的教师比效能感低的教师更多使用确立目标和创造机会策略。
This study, by means of questionnaire and interview, investigates the young college teachers＇ use of strategies in academic reading, its differences in demographic variables and as well as its relationship with teachers＇ self-efficacy. Major findings include the following. ： teachers＇ use of strategies in academic reading as a whole is at the middle level; grouping strategy is used the most frequently, while the strategy of file managing is used the least; male teachers use more strategies of setting goals and creating opportunities, while female teachers use more strategies of self-rewarding and recording feelings; teachers majoring in the liberal arts use self-rewarding strategy more often, while those science majors use grouping strategy more frequently; the variables of degree and title do not exert a significant influence on teachers＇ strategy use; half of the teachers investigated hold a negative attitude toward their current situation of academic reading; teachers with high self-efficacy use the strategies of setting goals and creating opportunities more frequently than those with low self-efficacy.
出处
《金华职业技术学院学报》
2015年第5期6-11,共6页
Journal of Jinhua Polytechnic
基金
2011年浙江省高等教育学会一般课题项目(KT2011017)
关键词
高校青年教师
学术阅读
策略使用
自我效能感
young college teachers, academic reading, use of strategies, self-efficacy
