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摘要：本文是一篇高中英语教学论文，本文基于对两类教师的访谈和背景资料，两类教师自我效能感差异的因素如下：学校性质不同（福利、师资、进修、工作晋升、社会流动）；由于学校性质的不同，导致教学年龄、学历、职称的差异，导致知识储备的不同；不同的教学水平；两类教师挖掘教材的能力不同，对新课程标准的理解和接受也不同。访谈还表明，教学培训和优质课程观察是提高教师自我效能感的重要途径。

l factors. Weiner (1971) introduced the “stability” theory into attribution theory, and further proposed that the four factorsthat influence individual success or failure are ability, effort, task difficulty and luck.He believes that teachers’ attribution to their own teaching results will have animportant impact on their self-efficacy.

高中英语教学论文怎么写

Chapter 3 Research Design................................. 16

3.1 Research Questions......................................... 16

3.2 Research Subjects......................................16

3.3 Research Instruments............................ 18

Chapter 4 Results and discussion...................................... 22

4.1 Overview of Teachers’ Self-Efficacy.......................................22

4.1.1 Public Senior High School English Teachers' Self-Efficacy................ 22

4.1.2 Private Senior High School English Teachers' Self-Efficacy............... 23

Chapter 5 Conclusions and recommendations........................ 43

5.1 Major Findings....................................... 43

5.2.Implications for Improving Teachers’ Self-Efficacy.......................... 43

Chapter 4 Results and discussion

4.1 Overview of Teachers’ Self-Efficacy

This section mainly introduces the general situation of self-efficacy ofEnglish teachers in public and private high schools from the perspectives of teachingstrategies and skills, classroom organization and management, student participation,emotional attitudes and cultural awareness training, textbook processing andteacher-student interaction.

高中英语教学论文参考

According to Table 4.1, public senior high school English teachers have thehighest level of self-efficacy in teacher-student interaction, with the mean of 3.695. Inteaching strategies and skills, classroom organization and management, emotionalattitudes and cultural awareness training, and textbook processing, their self-efficacyis at a moderate level, with the mean of around 3.5. Relatively speaking, theself-efficacy of public senior high school English teachers in student participation is alittle lower than in other areas, with the mean of 3.242. In general, the self-efficacy ofpublic senior high school English teachers is at the middle level.

Chapter 5 Conclusions and recommendations

5.1 Major Findings

According to the previous analysis, the research conclusions are summarized asfollows:

First, the self-efficacy of public and private senior senior high school Englishteachers in teaching strategies and skills, classroom organization and management,student participation, emotional attitude and cultural awareness training, textbookhandling and interaction between teachers and students are all at medium level.Generally speaking, English teachers in public senior senior high schools have ahigher sense of self-efficacy than those in private senior senior high schools.

Second, there are significant differences between public and private senior seniorhigh school English teac本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。