| 教师效能感研究述评 |
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| 引用本文： | 黄喜珊,王才康.教师效能感研究述评[J].佛山科学技术学院学报(社会科学版),2003,21(4):88-91. |
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| 作者姓名： | 黄喜珊 王才康 |
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| 作者单位： | 1. 广东茂名学院,广东,茂名,525000
2. 华南师范大学,心理系,广东,广州,510631 |
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| 摘 要： | 教师效能感的主要理论模型建构主要有罗特的控制点理论和班杜拉的自我效能理论。教师效能感通过教师行为而对学生自我效能及学习能力与成绩起作用,与此同时,环境因素和教师自身因素也对教师的教学效能感产生影响。
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| 关 键 词： | 教师 效能感 教学 |
| 文章编号： | 1008-018X(2003)04-0088-04 |
| 修稿时间： | 2003年7月15日 |
A Survey of Teacher's Efficacy Sense |
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| HUANG Xi-shan,WANG Cai-kang.A Survey of Teacher''''s Efficacy Sense[J].Journal of Foshan University(Social Science),2003,21(4):88-91. |
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| Authors: | HUANG Xi-shan WANG Cai-kang |
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| Institution: | HUANG Xi-shan~1,WANG Cai-kang~2 |
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| Abstract: | The main teacher's efficacy sense theories are Rose's Teacher Locus of Control theory and Badula's Self-efficacy theory. Teacher's efficacy sense takes effect through teacher's action to students' self-efficacy, study ability and grades. Meanwhile, environmental factors and a teacher's own factors also influence his teaching efficacy sense. |
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| Keywords: | teacher efficacy sense teaching |
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