新教材使用背景下初中英语教师教学效能感研究

Research on Teaching Efficacy of Junior High School English Teachers in the Context of New Textbook Implementation

摘要: 在新课程改革与初中英语人教版新教材全面实施的背景下，教师的教学心理适应能力成为影响改革成效的关键因素。教师教学效能感作为其专业发展的核心内在动力，直接关系到新教材的教学实践质量与教师自身的职业成长。本研究以自我效能感理论为基础，采用文献研究法、问卷调查法等对万州区使用新教材的初中英语教师展开调查，聚焦以下三个问题：第一，初中英语教师在使用新教材中教学效能感的现状如何？第二，初中英语教师在使用新教材时所存在的问题及其原因是什么？第三，如何提升初中英语教师在新课程改革下对新教材使用时的教学效能感？研究发现：初中英语教师整体教学效能感处于中等偏上水平，但个人教学效能感显著高于一般教育效能感，分析表明，教学效能感在学校地区(乡镇高于城区)和职称(高级职称教师个人效能感显著更高)方面存在显著差异，而性别、学历、教龄等因素不显著。基于此，本研究提出三条对策：一是强化教师教育信念，关注教师心理健康；二是构建赋能支持体系，加强教师实践能力；三是完善教师发展渠道，激发教师成长动力。

Abstract: Against the backdrop of the new curriculum reform and the comprehensive implementation of the new textbooks of the People’s Education Press for Junior High School English, teachers’ teaching psychological adaptability has become a key factor affecting the effectiveness of the reform. The teaching efficacy of teachers, as the core intrinsic driving force of their professional development, is directly related to the quality of teaching practice in new textbooks and the professional growth of teachers themselves. This study is based on the theory of self-efficacy and uses literature research, questionnaire survey, and other methods to investigate middle school English teachers in Wanzhou District who use the new textbooks. The focus is on the following three questions: firstly, what is the current situation of teaching efficacy among middle school English teachers in using the new textbooks? Secondly, what are the problems and reasons for middle school English teachers using the new textbooks? Thirdly, how to enhance the teaching effectiveness of junior high school English teachers in using new textbooks under the new curriculum reform? Research has found that the overall teaching efficacy of junior high school English teachers is at an above average level, but their personal teaching efficacy is significantly higher than that of general education efficacy. Analysis shows that there are significant differences in teaching efficacy between school areas (township higher than urban areas) and professional titles (senior professional title teachers have significantly higher personal efficacy), while factors such as gender, education level, and teaching experience are not significant. Based on this, this study proposes three strategies: firstly, to strengthen teachers’ educational beliefs and pay attention to their mental health; secondly, to construct an empowering support system and enhance teachers’ practical abilities; the third is to improve the development channels for teachers and stimulate their growth motivation.