摘要
高校青年教师作为教学团队的主力军,肩负着培养满足社会发展需要的合格建设者和可靠接班人的重要使命。教师的自我效能感是教学工作的原动力,对教师自身发展和学生发展有直接的影响。提高学生的学业成绩是在教师和学生之间关键的一环。研究选取塔里木大学240名青年教师为样本,运用描述性统计分析、相关分析和回归分析进行青年教师自我效能感与学生成绩关系研究。研究结果表明自身感与环境感对学生成绩有显著影响,且自身感比环境感对学生成绩的影响更大。可从影响教师自我效能感的自身因素、学校环境和社会环境因素出发分析提高自我效能感的策略,以期提高学生学业成绩。
The junior university faculty,committed to train the qualified constructors for the social development,is a main force in the higher education endeavors. Young teacher＇s self-potency feeling is the one of the forces motivating themselves in their teaching performance and helps to accomplish their career development and hence has a strong influence on their students,an essential link in enhancing student＇s academic achievement.With 240 young teachers of Tarim University as sample,and using the descriptive statistical analysis,the correlation analysis and the regression analysis were carried out on the relationship between the young teacher self-potency feeling and the student achievement. The multi-dimensional return model result indicated that self-potency feeling and the environment feeling have the remarkable influence on students achievement,with the self-potency feeling playing a bigger role than the environment feeling. With the teacher self-potency feeling factor and the social environment factor as interaction factors,this paper offered the strategy of enhancing the self-potency feeling of the young teachers to increase the student academic achievement.
出处
《中国农业教育》
2016年第4期84-91,96,共9页
China Agricultural Education
基金
塔里木大学高教项目“教学质量提高视角下塔里木大学青年教师自我效能感提升策略研究”(TDGJ1523)
关键词
青年教师
自我效能感
学生成绩
回归分析
Young Teacher Self-Potency Feeling
Student Achievement
Regression Analysis
