中国高等教育中影响外语教师教学动机因素研究

图书信息

作者：马文颖 著，复旦大学 | 分类：教育/教材/教辅,教辅,教师用书

作者简介

作者简介 　　马文颖（1966-），副教授，澳大利亚昆士兰科技大学教育学博士。2005-2006年曾在澳大利亚昆士兰大学语言文化学院作访问学者。研究方向：二语习得，高等教育。

内容简介

内容简介 　　《中国高等教育中影响外语教师教学动机因素研究》调查了一所中国高校英语教师的教学动机。最近一些研究表明，士气低落和缺乏工作满足感成为高校英语教师的突出问题。低落的教师情绪会影响有效的教学，进而影响学生的成绩。虽然这一问题已尽人皆知，但对于影响这一问题的因素的研究是有限的。为了解决这一问题，一种连续解释的混合方法被采用，并分两个阶段在北方一所高校进行了研究。100名来自同一所大学两所不同学院的教师参加了本项研究。所有参加者均是英语教师：其中50名是英语专业教师；另外50名教师是公外教师。《中国高等教育中影响外语教师教学动机因素研究》运用了自我决定理论和企业文化理论。研究结果表明：（1）与以前的研究相比，这所高校教师的教学动机是自动约束型动机。（2）动机水平受个人经历和胜任需求、关联需求和自治需求的影响。（3）个人经历因素和环境因素如中国文化、社会因素和组织文化在调节教师的教学动机中起到重要作用。本研究结果有助于高校领导者制定行之有效的政策。同时本研究也检验了自我决定理论在中国环境下解释动机的应用能力。

目录

图书目录
AbstractTable of ContentsList of FiguresList of TablesList of AbbreviationsAcknowledgmentsChapter 1 Introduction1.1 Overview1.2 Background to the Study1.3 Higher Education in China1.3.1 Overview of the development of Chinese education1.3.2 Structure of the higher education system in China1.3.3 TEFL academics in Chinese universities1.3.4 Social and political status of academics1.3.5 Appointment of academic staff1.3.6 Academic staff assessment1.3.7 Promotion1.3.8 Academics' salaries1.3.9 Workload1.3.10 Working conditions1.3.11 Academics' professional development1.4 The Study1.5 Significance of this Research1.5.1 The researcher's position1.6 Northern University1.6.1 Organisational structure of Northern University1.6.2 The two research sub-sites1.6.3 English teaching at Northern University1.7 Aims of the Study1.8 The Research Questions1.9 Structure of the ThesisChapter 2 : Literature Review2.1 Overview2.2 Theories of Teachers' Motivation2.2.1 Achievement Goal Theory2.2.2 Self-efficacy Theory2.2.3 Expectancy Value Theory2.2.4 Attribution Theory2.2.5 Self-Determination Theory2.3 Application of Self-Determination Theory2.3.1 Basic psychological needs2.3.2 Role of goals in achieving needs2.3.3 Wellbeing2.3.4 Cross-cultural studies of Self-Determination Theory2.3.5 The limitation of Self-Determination Theory2.4 Studies on the Motivation of TEFL Academies in China2.5 SummaryChapter 3 : Conceptual Framework for the Study3.1 Overview3.2 Self-Determination Theory3.2.1 The continuum of motivation3.2.2 Autonomous motivation3.3 Organisational Culture3.4 Definitions of Organisational Culture3.4.1 University culture3.4.2 The levels of university culture3.5 Confucian Moral Standards and Organisational Culture3.6 A Framework for Organisational Culture3.6.1 Competing Values Framework3.7 Assessment of Organisational Culture3.8 Empirical Studies in University Culture3.9 Empirical Studies in Competing Values Framework3.10 The Framework of the Study3.11 SummaryChapter 4: Methodology and Methods4.1 Overview4.2 Methodology4.3 Research Design4.4 Participants4.5 Measures4.5.1 Demographic questionnaire4.5.2 Research questionnaires4.6 Procedure4.7 Data Analyses4.7.1 Preliminary analyses4.7.2 Primary analyses4.8 Reliability and Validity4.9 Ethics4.10 SummaryChapter 5 : Quantitative Data Analysis5.1 Preliminary Analyses5.1.1 Demographics5.1.2 Descriptive analyses5.1.3 Correlation5.2 Primary Analyses5.2.1 Research question 15.2.2 Research question 25.2.3 Research question 35.3 SummaryChapter 6: Qualitative Data Analysis6.1 Profile of Interview Participants6.2 Findings from the First Round of Interviews6.2.1 Need for competence6.2.2 Need for autonomy6.2.3 Need for relatedness6.3 Findings from the Second Round of Interviews6.3.1 Dominant characteristics6.3.2 Management of employees6.4 SummaryChapter 7 : Discussion and Conclusion7.1 Purpose of the Study7.2 Conceptual Framework and Methodology7.3 Summary of the Key Findings7.4 Discussion of the Findings7.4.1 The influence of personal experiences on motivation7.4.2 The influence of social contextual culture on motivation7.4.3 The impact of organisational culture on motivation7.5 Implication for Theory7.6 Implications for Practice7.6.1 Enhancing the salary of TEFL academics7.6.2 Improving leadership7.6.3 Developing resources7.6.4 Satisfying the three basic psychological needs7.7 Limitations of the Study7.8 Future Research DirectionReferencesAppendicesAppendix A: Demographic questionnaireAppendix B: The Work Tasks Motivation Scale for TeachersAppendix C: Basic Psychological Needs Scales at Work （BPNS-W）Appendix D: Subjective Vitality Scales （SVS）Appendix E : Aspirations Index （AI）Appendix F: Organisational Culture Assessment Instrument （OCAI）Appendix G: Letters to the leaders in two research sitesAppendix H: Information sheetAppendix I: Example of the coding systemAppendix J: Demographic information of participants in interviewsAppendix K: The follow-up letter for the invitation of the intervieweesAppendix L: Consent formAppendix M: Semi-structured interview schedule --Round 1Appendix N: Semi-structured interview schedule --Round 2Appendix O: Summary of interviewsAppendix P: Feedback from COE and students in Semester 1, 2008