西南石油大学学报(社会科学版) ›› 2010, Vol. 4 ›› Issue (4): 107-110.DOI: 10.3863/j.issn.1674-5094.2010.04.024

• 高等教育与管理 • 上一篇    

大学英语教师的教学归因偏差及改进措施

张一颖   

  1. 西南石油大学外国语学院,四川 成都 610500
  • 收稿日期:1900-01-01 修回日期:1900-01-01 出版日期:2010-07-20

COLLEGE ENGLISH TEACHERS′ ATTRIBUTIONAL BIAS AND MEASURES TO IMPROVE ATTRIBUTIONS

ZHANG Yi-ying   

  1. School of Foreign Languages,Southwest Petroleum Institute,Chengdu Sichuan,610500,China
  • Received:1900-01-01 Revised:1900-01-01 Online:2010-07-20

摘要: 在心理学上,归因偏差属于一种认知偏差,能影响我们判别一件事或某个行为归因于什么人或什么事情。针对目前大学英语教学对教师归因方式不够重视的问题,分析了大学英语教师归因偏差的理论依据和具体表现,提出了5种培养教师进行积极教学归因的策略:热爱教师职业,不断提高现代教育理论修养;用发展性归因克服“重结果,轻过程”的归因偏差;全面、客观、公正地归因;重视学生反馈,勤做课后总结;反省自己的归因方式,对错误的归因方式进行再归因。这些策略有助于提升大学英语教师的自我效能感,提高教师教学质量,给学生创造一个良好的学习英语的环境。

关键词: 归因偏差, 大学英语教学, 归因策略, 两阶段归因过程, 自我效能感

Abstract: In psychology,an attributional bias is a cognitive bias that affects the way we determine who or what was responsible for an event or action.But teachers′ attributional styles are not highly valued in college English teaching.By analyzing the rationales and manifestations of college English teachers′ attributional bias,this paper suggests effective strategies to help college English teachers make positive attributions so that they may promote their selfefficacy and teaching quality and create a good English learning environment for students as well.

Key words: attributional bias, college English teaching, attributional strategies, Twostep Process of Attribution, selfefficacy

中图分类号: