英语教师个人因素与其课堂教学行为相关性探讨

长期以来,从事英语教学的工作者和研究职员们一直在探索“一位教师如何才能很好地教学,有哪些因素影响着他的课堂教学行为?”。在系列外部因素(教材、教学方法、教学环境等)相近的情况下,教师的内部因素即教师的个人因素起着很重要的作用,它决定了课堂教学能否顺利进行。教师个人因素包括教师的性格、性别、信念、年龄、专业、智能、学历、语言能力、教学动机、身份地位等等。在影响英语课堂教学行为的诸多个人因素中,笔者以为|教育论文网|教师的性格、性别、信念、年龄、专业尤显重要。因此,笔者将把上述五个方面作为本研究的切入点,用理论联系实际的方法来探讨大学英语教师的个人因素与其课堂教学行为之间可能存在的关系,以期为进一步提高大学英语的课堂教学质量提供可资鉴戒的意见和建议,实现提高大学英语课堂教学质量的目标。【关键词】：英语教师个人因素教学行为教学质量
【论文提纲】：Acknowledgements7-8ABSTRACT8-9中文摘要9-10前言10-19Chapter1Introduction19-221.1ResearchQuestion191.2ResearchApproach19-201.3SignificanceofThisResearch201.4InnovationofThisResearch20-22Chapter2LiteratureReview22-322.1ResearchBackground222.2DefinitionofTeachers'PersonalFactors22-232.3StudiesofTeachers'PersonalFactorsandTheirRelatedEffectuponEFLTeachingandLearning23-322.3.1RelatedStudiesabroad23-272.3.1.1EFLTeachers'TemperamentandItsRelatedEffect23-242.3.1.2EFLTeachers'GenderandItsRelatedEffect24-262.3.1.3EFLTeachers'BeliefandItsRelatedEffect26-272.3.2RelatedStudiesatHome27-322.3.2.1EFLTeachers'TemperamentandItsRelatedEffect27-282.3.2.2EFLTeachers'GenderandItsRelatedEffect28-292.3.2.3EFLTeachers'BeliefandItsRelatedEffect292.3.2.4EFLTeachers'AgeandItsRelatedEffect29-32Chapter3CorrelativeStudiesofEFLTeachers'PersonalFactorsandTheirTeachingPerformanceinEFLClassroom32-653.1CorrelationbetweenEFLTeachers'TemperamentandTheirTeachingPerformanceinEFLClassroom32-383.1.1DefinitionandClassificationofTemperament32-333.1.2EFLTeachers'TemperamentandTheirTeachingPerformanceinEFLClassroom33-353.1.3CultivationofPositiveTemperament35-363.1.3.1HelpfromSelfTraining353.1.3.2HelpfromTeacherEducation35-363.1.4Discussion363.1.5Summary36-383.2CorrelationbetweenEFLTeachers'GenderandTheirTeachingPerformanceinEFLClassroom38-453.2.1TheSocialRoleofGender383.2.2EFLTeachers'GenderandTheirTeachingPerformanceinEFLClassroom38-433.2.2.1DifferenceinMenandWomenTeachers'TopicsofConversation393.2.2.2DifferenceinMenandWomenTeachers'PronunciationandIntonation39-413.2.2.3DifferenceinMenandWomenTeachers'Wording41-423.2.2.4DifferenceinMenandWomenTeachers'BodyLanguage423.2.2.5DifferenceinMenandWomenTeachers'LanguageHabit42-433.2.3Discussion433.2.4Summary43-453.3CorrelationbetweenEFLTeachers'BeliefandTheirTeachingPerformanceinEFLClassroom45-533.3.1DefinitionofBelief453.3.2Teachers'Belief45-483.3.2.1BeliefsaboutLearners46-473.3.2.2BeliefsaboutLearning47-483.3.2.3BeliefsaboutTeaching483.3.3Discussion48-513.3.4Summary51-533.4CorrelationbetweenEFLTeachers'AgeandTheirTeachingPerformanceinEFLClassroom53-593.4.1ResearchDesign53-543.4.1.1ParticipantandMethod53-543.4.1.2QuestionnaireDesign543.4.2Result54-563.4.3Discussion56-573.4.4Summary57-593.5CorrelationbetweenEFLTeachers'SpecialtyandTheirTeachingPerformanceinEFLClassroom59-653.5.1DefinitionofTeachers'SpecialtyandItsResearchOrientation593.5.2ResearchDesign59-603.5.2.1ParticipantandMethod59-603.5.2.2QuestionnaireDesign603.5.3Result60-623.5.4Discussion62-643.5.5Summary64-65Chapter4Conclusion65-694.1LimitationsofThisResearch664.2ProposalsofThisResearch66-69Bibliography69-73Appendix73-74