本研究以7 0 0多名中学英语教师为对象,系统分析了影响教师信念的各种

本研究以7 0 0多名中学英语教师为对象,系统分析了影响教师信念的各种内外因素,主要发现如下:在外因中,课程改革﹑ 学校文化﹑ 学校资源、教师激励制度、同事﹑学生与外语教师信念之间存在显著正相关,考试和学校类型与外语教师信念之间存在显著负相关。 在内因中,教师专业发展观﹑学历和性别与外语教师信念之间存在显著正相关,教师年龄﹑教龄与外语教师信念呈负相关,但没有达到显著水
平。 在所有显著相关因素中,教师专业发展这个内因与教师信念之间的相关度最高,其次为学校文化﹑ 同事﹑ 考试三个外因,其他内外因素与教师信念的相关度较弱。外因中的考试﹑ 学校文化﹑ 家长以及内因中的教师专业发展观和学历对外语教师信念有显著的预测作用,其中教师专业发展观具有最大的预测力。总之,中学英语教师信念受外因和内因的共同影响,外因包括考试、学校文化等,内因包括教师专业发展观、学历等,所有因素中最重要的是教师专业发展观。

結果 (英文) 1:

Secondary English teachers in this study over 7 0 more than 0 objects, the system analyzes the various internal and external factors affecting teachers ' beliefs and main findings are as follows: external causes, curriculum reform, school resources, school culture, teachers ' incentive system, colleagues, and there was a significant positive correlation between students and foreign language teachers ' beliefs, types of examinations and school and there was a significant negative correlation between the foreign language teachers ' beliefs. Internal, teacher professional development, education, and gender and there was a significant positive correlation between foreign language teachers ' beliefs, age, seniority and foreign language teachers ' beliefs of teachers were negatively correlated, but not significant waterAll. In all significant factors related to, the cause of teachers ' professional development between teachers ' beliefs and the most relevant, followed by three external cultural, co-workers, and the exam for the school, and other internal and external factors related to teachers ' beliefs is weak. External examinations, school culture, and parents and teachers ' professional development in the internal view and foreign language teachers ' beliefs there are significant predictors, including teacher professional development have the greatest predictive power. In short, middle school English teachers ' beliefs together influenced by external and internal factors, external factors including exams, school culture, internal factors include teacher professional development, education and so on, all the factors that are most important in view of teachers ' professional development.

結果 (英文) 3:

This study to 7 0 0 more than secondary school English teachers as the object, systematic analysis of the various internal and external factors affecting teachers" beliefs, major findings are as follows: in the external, the incentive system of curriculum reform, school culture, school resources, teachers, colleagues, students and foreign language teachers" beliefs between exist significant positive correlation, between examination and the types of schools and teachers" beliefs exist significant negative correlation. In the internal cause, the view of teacher professional development, education and gender and foreign language teachers" beliefs between exist significant positive correlation, the teacher"s age and years of teaching and foreign language teachers beliefs were negatively correlated, but did not reach significant waterPing. In all significant related factors, teachers" professional development between the internal and teachers beliefs related to the highest degree. Secondly, school culture, colleagues, exam three external, other internal and external factors and teachers" beliefs of correlation weak. External factors, school culture, parents and teachers" professional development concept and educational background have significant predictive effect on foreign language teachers" beliefs, and teachers" professional development outlook has the greatest predictive power. In short, middle school English teachers" beliefs by the combined effect of external and internal factors, external factors, including examination, school culture, internal, including views of teacher professional development, education, the most important of all factors is the view of teacher professional development.