AnInvestigationintotheEducationAffectionofMiddleSchoolEnglishTeachersintheContextofNewCurricu

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1、新课程背景下中学英语教师教学情感调查研究An Investigation into the Education Affection of Middle School English Teachers in the Context of New Curriculum Reform Abstract: New Curriculum Reform (NCR) pays more attention to the development of students affection. However, teachers affection, especially in the process of te

2、aching, affects students affection a lot. Thus, effectively promoting the development of teachers education affection, in some degree, decides the success of teaching. The present research investigates the education affection of the English teachers in two groups. One is a group from No.10 middle sc

3、hool. The other group is composed of novice teachers from the English Department of Shi Hezi University. The investigation involves three aspects: teachers motivation, teachers attitude and teachers interest. Basic on the analysis of the investigation data, its found that its possible to enhance the

4、 teachers education interest and correct the teachers education attitude through stimulating teachers education motivation. Its suggested that teachers motives in education, teachers attitudes to education and teachers interest be affected in a positive direction by enhancing management, practicing

5、training and reforming evaluation system.Key words: New Curriculum Context; middle school English teachers; education affection; investigation摘要： 新课程改革更注重学生情感。然而，教师情感，尤其是教学情感对学生情感有着重要的影响。所以，有效地促进教师教学情感的培养，在一定程度上对教学的成功起着决定性的作用。本研究对两组英语教师的教学情感进行了调查。一组来自于第十中学。另一组是由石河子大学外国语学院的新手教师构成。调查包括教师动机，教师态度和教师兴趣这三

6、方面。根据对问卷结果的分析，研究者认为通过激发教师的教学动机可以增强教师的教师教学兴趣和端正教师的教学态度。研究者建议通过在加强管理，培训和评估体系这三方面激发教师教学动机。以此使教师教学情感得到更好的发展。关键词： 新课程改革；中学英语教师；教学情感；调查研究ContentsI. Purpose and Significance.1II. Literature Review.1A. Teachers motivation.2B. Teachers attitude. .3C. Teachers interest. .4III. Investigation.4A. Subjects.4B. I

7、nvestigation procedures.5C. Instrument.5D. Data.5E. Data analysis.61. Analysis on the data of teachers motivation.62. Analysis on the data of teachers attitude.73. Analysis on the data of teachers interest.8F. Problems.9G. Solutions.10IV. Conclusion.11Works Cited.12. Purpose and SignificanceTeachers

8、 education affection influences the students in a direct way, especially for the younger age students. Teachers education affection of love is an honorable quality. Whats more. Its also a means of education, which plays an important role in teaching process(周 60). New Curriculum Reform (NCR), which

9、pays more attention to the development of teachers affection, is the trend of todays education. Promoting the development of teachers education affection, in some degree, decides the success of teaching.The researcher thinks that teachers motivation, attitudes and professional interest are the facto

10、rs that affect the teachers affection. Teachers motivation is the intrinsic power to push forward the teacher to do the fixed behavior and activities well. Motivation encourages the teacher to be enthusiastic in the profession, decides whether the teacher participates in the education activities wit

11、h persistence, and finally affects the standards of teachers professional maturity and specialty behavior. Teachers attitudes consist of cognition, affection and intention. Teachers attitude is the only important factor to promote the self-start for the study of students. Teachers interest refers to

12、 a teacher loves his profession or not. Its a tendency of ones profession selection and attitudes. Depending on the research, if a person is interested in his profession, he can not only develop 80%-90% of all his talent in the profession, but also can keep a high efficient for a long time and can n

13、ever feel tired. However, if a person feels boring about his profession, he can only develop 20%-30% of all his talent and feels exhausted easily(周其洪 12-14). Therefore, the researcher investigates the middle school English teachers affection in the context of NCR in respect to teachers motivation, a

14、ttitudes and interest. Through the investigation, the researcher analyzes the current situation of teachers affection in the context of NCR and explores a way to stimulate the teachers motivation, which is helpful for teachers to cultivate a positive education affection to promote the development of

15、 education career.Literature ReviewThe previous studies on teachers affection mainly focus on the affection in education, the influence on students moral development and how to develop teachers affection. For example, Xu Zhigang researched the moral value of teachers affection in 2009. It says that

16、teachers affection affects students moral value deeply. (徐志刚 13-17). Wang Guiling researched the relationship between the teachers affection factors and the efficient of teaching in 2007. It says good factors of teachers affection effect the efficient of teaching in a positive direction. (王 134-135)

17、. Xu Hui studied the cultivation of teachers affection. It suggests that it should be better to cultivate teachers affection through schools well management and teachers self-adjustment(徐慧246). The following is the information about teachers affection in teachers motivation, attitude and interest.A.

18、 Teachers motivationThe study on teachers motivation in our country includes the teachers professional motivation, teaching motivation, achievement motivation, continuous education motivation and so on.The study on professional motivation includes two aspects. One is the study on fabric dimension of

19、 teachers professional motivation. The other is the study on the current situation and affection factors of teachers professional motivation. For example, Ma Yin and Zhao Zhichun investigated the teachers of primary and middle schools in the rural area of Gan Su province in 2007. The researchers dre

20、w the conclusion that there are three kinds of professional motivation. The main kinds of professional motivation are “the importance of education for the development of China” , “the preference of staying with students ” and “the stability of the job”. Teachers professional motivation relates to th

21、e sex, school subjects, age of teaching, the intension to quit the profession and the degrees of difficulties in doing the profession(马 30-35). Ruan Shouhua, doing the research in 2002, finds that there are four sorts of professional motivation. They are professional interest, the sense of education

22、 efficiency, external purpose and the sense of professional values. The first two sorts are inherent motivation. And the later two sorts are external motivation(阮 27-31).The study on achievement motivation includes three aspects. The first is the investigation study of affection in the profession ca

23、used by teachers professional motivation, which is done with the achievement momentum chart. The second is the study on the affection caused by teachers achievement motivation. The third is the study on the study methods -quality applying in the teachers achievement motivation. For example, Zhang De

24、ngyin and Yu Guoliang investigated 304 college teachers from Jiang Su province with the chart of momentum achievement, which weaved by Jesermy and Nejerd. They studied the relationship between age, sex, professional job title, record of formal schooling and the teachers achievement motivation(张 41-5

25、1). Dong Wei studied the relationship between the teachers achievement motivation and the psychological health with the chart of achievement momentum and the SCL-90 symptom self-check chart in 2005. The researcher found that theres no inevitable relationship between them, and achievement motivation

26、influences the teachers psychological health in a complex and a indirect way（董 20-22）. Zhao Weiju analyzed three teachers achievement motivation. The result shows the changing process of their motivation(赵 19-21).The continuous study motivation is divided into two parts. One is the analysis of the q

27、uality of teachers continue education. The second is the study of the quantity setting of teachers continues education. For example, Feng Shufen researched the teachers continue education motivation in 1999. She pointed out that the desire for knowledge is a positive factor, but the attitude “being

28、forced to do” is a negative factor. The researcher put forward the suggestion of making education law and regulations and stimulating the teachers enthusiasm for study(冯 19-21). Xu Fuming and Huang Wenfeng researched the teachers motivation to study for the education master in primary and middle sch

29、ools. The motivation of professional development is in the first place. The motivation of competition demanding is in the secondary place(徐富明 37-39).There are also studies for the motivation of teachers professional development. For example, Zhao Changmu, making an investigation in 2003, insisted on

30、 that the teachers professional development motivation is the power to stimulate and keep the professional behavior, which is in the condition of the teachers self-adjustment to coordinate the self internal need and the behaviors external inducement(赵 14-16).There are some studies on other kinds of

31、teachers motivation. For example, Huang Zeliang and Li Seng researched the teachers motivation in participating in the source reform. The researchers pointed out the effect factors of this kind motivation are teachers knowledge, individual psychological characteristic and sense of value. Its importa

32、nt to give teachers power and let them become the principle part in estimation(黄 27-28).B. Teachers attitudesThe study on teachers attitudes is not too much. For example, Zhou Ping, from the respective of cognition, affection and intention, explored the effect of teachers attitude on students. And t

33、he author pointed out the effect is not only realized in the students study, but also realized in the students development of correct sense of value, the good adaptability of society and the ability of keeping healthy psychology. And its important to trade the different students with different attit

34、udes according to their characteristics(周平 10-11). Based on the fact of teachers high control, Dan Fei, Feng Lu and Wang Qiang have designed four kinds of experiments to probe the relationship between teachers attitude and speech guide and childrens insistence in 2008. The result indicates that teac

35、hers attitude and speech guiding have great influence on the development of the infants insistence(但 17-20).C. Teachers interest In current situation, people have done more study on students interest than on teachers interest. For example, in the paper “Interest Is Not Equal to Professional Interest

36、” in 2006, Zhou Qi Hong defined “professional interest” as a combination of individual interest, capability and responsibility (周其洪 12-14). Lv Pinfeng studied the teaching with interest in middle school English. The researcher pointed out that interest is the most important inner motivation for the

37、middle school students to learn English well. Teachers should find ways to get their attention in teaching activities, and get the teachers to experience the interest in the process of teaching. Only this can stimulate the positive and initiative of students to improve the quality and efficiency of

38、teaching(吕 111-126). InvestigationA. SubjectsThe subjects in this research include 17 English teachers in No.10 middle school and 13 novice English teachers from the English Department of Shi Hezi University. Of the 17 English teachers, 13 teachers have taught for 1-10 years. And 3 teachers have tau

39、ght for 10-20 years. However, theres also 1 teacher with the teaching span of 23 years. The 13 novice English teachers all have the experience of being a teacher for 2 months.B. Investigation proceduresSelect the subjects. In order to conduct the research vividly, 30 teachers are selected from 79 En

40、glish teachers, including 17 English teachers from No.10 middle school and 13 novice English teachers from English Department of Shi Hezi University.Design the questionnaire. In the questionnaire, 14 questions are from other persons theses. Still, there are 2 questions made out by the researcher. At

41、 last, through the discussion between the researcher and the tutor, the questionnaire is decided.Investigate. On the March 15th 2010, 17 questionnaires were distributed in No.10 middle school and other 13 questionnaires were distributed in English Department of Shi Hezi University. So, in total, dis

42、tribute 30 questionnaires. The number of returned questionnaires is 30. The valid are 30.C. InstrumentIn order to understand the current situation of teachers affection, the researcher makes use of multiple choice test papers.It includes two parts. The first part is instruction, which says the purpo

43、se of this questionnaire and shows the appreciation to the teachers. The second part is the body. It consists of three categories. The first is the questions about teachers motivation, which include questions 2,4,15 and 16. And questions 1, 5,6,7,8 and 9 belong to the second category, which are ques

44、tions about teachers attitude. However, questions 3, 10,11,12,13 and 14 are about teachers interest, which belong to the third category. The way to answer the question includes two kinds. The first is to choose agreement choice. The second is to choose choices about contents.D. Data Table 1. Descrip

45、tive statistics of teachers motivation.choicesitemsABCD253.33%0.00%13.30%33.33%43.33%6.67%16.67%73.33%1510.00%76.67%6.67%6.67%163.33%16.67%13.33%66.67% Table 2. Descriptive statistics of teachers attitudes.choicesitems ABCD150.00%40.00%10.00%0.00%5100.00%0.00%0.00%0.00%613.33%83.33%3.33%0.00%720.00%

46、40.00%33.33%6.67%873.33%3.33%10.00%13.33%943.33%40.00%16.67%0.00%Table 3. Descriptive statistics of teachers interest.choicesitems ABCD343.33%53.33%0.00%3.33%1010.00%76.67%6.67%6.67%1143.33%36.67%13.33%6.67%1256.67%36.67%6.67%0.00%130.00%53.33%10.00%36.67%140.00%46.67%6.67%46.67%E. Data analysisThe

47、following is the analysis of the data from the questionnaires. 1. Analysis on the table 1, teachers motivation. From the second question, which is about the teachers professional motivation, its not difficult to find that more than half of the teachers chose to be a teacher because of stability and

48、the good treatment. More than one third teachers think its the preference of staying with the students that attracts them to be teachers. 13.33% teachers chose the job because of their thought that education is very important for the development of China. No one chose the second answer “the feeling

49、of being respectable”. From this we can get the idea that good treatment is a main factor for teachers to choose this kind of job.The forth question is about the teachers achievement motivation of being a good teacher. 73.33% teachers think this kind of motivation comes from the realization of thems

50、elves values. 16.67% teachers believe it is from the self-consciousness of being a manager. 6.67% teachers think its from the daily stronger feeling of crisis. While, other 3.33% teachers think its from their special feeling about Alma Maturate. The result tells us that the most of the teachers have

51、 a strong sense of realizing self-values.Question 15 is about the teachers continuous study motivation. To achieve self-professional development takes 76.67 %.To satisfy the needs of much more salary and better welfare takes 6.67%, which takes the same proportion as the motivation to meet the needs

52、of competition. Also theres 10% teachers chose the answer “to achieve personal interest of pursuing knowledge”. This shows that most teachers have a strong motivation of achieving self-professional development. Therefore, the school leaders should provide more chance for the teachers to take part in

53、 the continuous study training.The sixteenth question is about the teachers motivation of creativeness in teaching. 66.67% teachers think they carry out creativeness in teaching for the need of students development. 16.67% teachers do it for satisfying the needs of local society and the students par

54、ents. 13.33% teachers do it to meet the upper education department and schools demands. The motivation to make condition for the title of the professional post and promoting to a higher office takes only 3.33%. Its very glad to see most teachers care about students development. However, its a pity t

55、o find that there are still 30.00% teachers are forced to carry out creativeness in teaching, 2. Analysis on the table 2, teachers attitudes. From the first question, we can easily get the teachers attitudes toward their jobs. 40% teachers treat teaching as their career. It means that they are willi

56、ng to make some sacrifices for it. Half of the teachers take it as an occupation. It means teaching is a only a way to make a living for them. 10% teachers just take it as a temporary job, which means they are waiting for other better jobs. From this, we can see some teachers dont like the job too m

57、uch. It is dangerous. How can you make sure that the teachers will get a great achievement in the work without passion? The fifth questions answer tells us that every teacher will give the students a help when they cant answer the question which relates to the old knowledge. Its the basic reasonable

58、 attitude toward students. There is no answer of punishment and ignoring. Its obvious that every teacher is responsible to their students.In the sixth question, we learn the teachers attitudes toward students study methods. Only 13.33% teachers chose to teach students the study methods regularly. 3.

59、33% teachers chose to teach when it is necessary. 83.33% teachers insert this kind of knowledge during the class. And in the ninth question, 43.33% teachers always correct students mistakes in study methods.40% teachers often do this. There are still 16.67% teachers seldom do it. Study methods are v

60、ery important for students. Teachers should properly adjust their attitude and pay more attention to it. But its sorry to see that a few teachers havent realized the importance of teaching study methods.Its a very wonderful thing that teachers attitude toward homework assignments has changed. From t

61、he seventh question we can see 40% teachers pay great attention to the diversification of the homework. 20% teachers design homework according to the real situation of different students. However, there are still 6.67% teachers mainly give students the task of copy and recite. The researcher thinks

62、that teachers should have a correct attitude toward the homework assignments. Let students control the key points of knowledge in a pleasant way.A teacher is not only a participator but also a researcher of teaching. Teaching research is an effective way to raise teachers teaching standards. Through

63、 the eighth question, we can see most teachers always rethinking their teaching. But the teachers who do teaching research actively and get a success in it only take 3.33%. 10% teachers do the teaching research program when asked by the school. Even 13.33% teachers have no time to do it for the heavy teaching task. Its not difficult to find that there are still a small part of teachers need to correct their attitude towa