高中英语与大学英语论文提纲

论文题目：大学英语教师自主及自我效能感对差异教学的影响

摘要：近年来,随着我国高等教育的普及,高等院校大学英语课程呈现出班额大、个体差异显著、学生英语水平参差不齐的现象,传统的教学模式再也难以满足学生的兴趣与需求。为了有效提高大学英语教学质量并促进学生的个性化发展,教育部在2017年颁布的《大学英语教学指南》中提出,各高校大学英语课程设置要照顾到学生的不同起点,充分体现个性化。大学英语教学应充分考虑学生个体差异和学习风格,运用合适、有效的教学方法。因此,在大学英语课堂中开展差异教学成为大学英语教学改革的必然趋势。同时,教师自主及自我效能感等教师变量作为影响教师有效实施差异教学重要因素引起了国内外学者的广泛关注。然而,现有研究虽探讨了教师自我效能感和差异教学的关系,以及教师自主和自我效能感之间的关系,但鲜少涉及教师自主及自我效能感对教师实施差异教学的影响,且很少集中于大学外语教学领域。因此,本研究尝试把教师自主及自我效能感划分为三个水平（高、中、低）,探讨不同自主水平和自我效能感水平的教师在实施差异教学上的差异。具体研究问题如下:（1）大学英语教师自主、自我效能感及差异教学现状如何?（2）性别、教龄和职称在多大程度上影响大学英语教师的差异教学实践?（3）大学英语教师自主及自我效能感对差异教学有何影响?为了准确回答上述研究问题,本研究选取9所大学204名大学英语教师作为被试参与问卷调查,然后利用社会科学统计软件包SPSS 16.0对问卷所得定量数据进行描述性统计、独立样本T检验、单因素方差分析和双因素方差分析。此外,选取4名被试进行访谈。研究结果表明:（1）大学英语教师自主总体处于中等水平,但是大学英语教师在一般教学自主权上的得分高于课程自主权。大学英语教师具有较高水平的自我效能感,其中,教师教学策略效能感得分最高,学生参与效能感次之,课堂管理效能感最低。最后,大学英语教师差异教学处于中等水平,大学英语教师对差异教学的感知高于差异教学实践,但是与国外教师相比,中国教师差异教学实践水平较低。（2）性别和职称对大学英语教师实施差异教学没有显著影响。但是,教师教龄对差异教学影响显著,教龄在21年以上的大学英语教师和教龄在11-20年的大学英语教师在差异教学及其输入输出维度上存在显著差异,教龄在21年以上的大学英语教师的得分高于教龄在11-20年的大学英语教师。（3）教师自主对差异教学产生显著影响。除伦理规范维度外,不同自主水平的大学英语教师在差异教学及其各维度上都存在显著差异,高自主水平的教师相较于中等自主水平和低自主水平的教师更倾向于实施差异教学。另外,自我效能感对差异教学产生显著影响,除差异教学固定思维模式维度外,不同自我效能感水平的教师在差异教学及其各维度上都存在显著差异。教师自我效能感水平越高,越倾向于差异教学实践。最后,教师自主和自我效能感在差异教学上的交互效应不具有显著性。

关键词：差异教学;教师自主;教师自我效能感;大学英语教师;外语教学

学科专业：外国语言学及应用语言学

List of Abbreviation

Abstract

摘要

Chapter One Introduction

1.1 Research Background

1.2 Research Purpose and Significance

1.3 Overall Structure of the Present Research

Chapter Two Literature Review

2.1 Differentiated Instruction

2.1.1 The Definition and Theoretical Foundation of Differentiated Instruction

2.1.2 Previous Research on Differentiated Instruction in Foreign LanguagePedagogy at Home and Abroad

2.2 Teacher Autonomy

2.2.1 Definition of Teacher Autonomy

2.2.2 Previous Research on Teacher Autonomy in Foreign LanguagePedagogy at Home and Abroad

2.3 Teacher Self-efficacy

2.3.1 Definition of Teacher Self-efficacy

2.3.2 Previous Research on Teacher Self-efficacy in Foreign LanguagePedagogy at Home and Abroad

2.4 Research on the Relationships among Differentiated Instruction,TeacherAutonomy and Teacher Self-efficacy at Home and Abroad

2.5 Limitations of Previous Research on Teacher Autonomy,TeacherSelf-efficacy and Differentiated Instruction

Chapter Three Research Methodology

3.1 Research Questions

3.2 Participants

3.3 Instruments

3.3.1 Differentiated Instruction Questionnaire(DI-Quest)

3.3.2 Teaching Autonomy Scale(TAS)

3.3.3 Teachers’Self-efficacy Scale(TSES)

3.3.4 Semi-structured Interview Schedule

3.4 Data Collection

3.5 Data Analysis

Chapter Four Results and Discussion

4.1 The General Trend of Teacher Autonomy,Teacher Self-efficacy andDifferentiated Instruction

4.1.1 Teacher Autonomy

4.1.2 Teacher Self-efficacy

4.1.3 Differentiated Instruction

4.2 Influence of Background Variables

4.2.1 Gender Differences in Differentiated Instruction

4.2.2 Seniority Differences in Differentiated Instruction

4.2.3 Professional Title Differences in Differentiated Instruction

4.3 Effects of Teacher Autonomy and Teacher Self-efficacy on Differentiated Instruction

4.3.1 The Effect of Teacher Autonomy on Differentiated Instruction

4.3.2 The Effect of Teacher Self-efficacy on Differentiated Instruction

4.3.3 The Effects of Teacher Autonomy and Teacher Self-efficacy on Differentiated Instruction

Chapter Five Conclusion

5.1 Major Findings

5.2 Implications of the Present Research

5.3 Limitations and Suggestions for Future Research

Bibliography

Appendixes

Appendix I:Questionnaire on Teacher Autonomy,Teacher Self-efficacy andDifferentiated Instruction in College English Teaching

Appendix II:Interview Schedule

Acknowledgements

Publications