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论文编号：	488
作者编号：	032933
上传时间：	2008/12/30 10:31:49
中文题目：	大学英语教师KSAIBs研究--模型构
英文题目：	Exploring KSAIBs of College En
指导老师：	谢晋宇
中文关键字：	大学英语教师 KSAIBs模型 应用
英文关键字：	College English teacher KSAIBs
中文摘要：	建国以来，为了提高大学英语教学质量，教育部组织专家和学者先后制定了五套大学英语教学大纲和编制了多套大学英语教材。但是，大学英语教学费时低效的问题一直未能得到有效的解决。目前，越来越多的专家和学者已经认识到大学英语教师的整体素质对大学英语教学质量有较大的影响。在20世纪90年代中期，许多学者开始探索大学英语教师的知识结构、信念、技能、教学行为、专业发展等等。研究发现大学英语教师的主要问题是知识结构单一、知识面窄、语言基本功不扎实、科研能力较弱、团队合作意识不强和对本职工作投入不足。 在2004年，教育部颁布了《大学英语课程教学要求》并发起了基于计算机、多媒体和网络教学模式的大学英语教学改革，目标是提高学生的英语综合应用能力，尤其是听说技能和自主学习能力，这对大学英语教师的素质提出了更高的要求。在大学英语教学改革之际，为了使习惯于传统教学模式的大学英语教师胜任新的教学模式，大学英语教师的胜任特征（KSAIBs）非常值得我们研究。 本研究从胜任特征视角探究了大学英语教师的KSAIBs。本研究包含了两个主要部分：第一，构建了大学英语教师的KSAIBs模型；第二，阐述了大学英语教师KSAIBs模型在大学英语教师管理与开发中的应用。 第一个子研究是构建大学英语教师KSAIBs模型。 研究者采用问卷调查法发现了大学英语教师的KSAIBs的指标及主要构件。大学英语教师的KSAIBs的指标由知识、技能、能力、中介变量和行为组成。在此基础上，研究者构建了大学英语教师的KSAIBs模型。在KSAIBs模型中，知识的主要构件包括语言学和应用语言学知识、掌握中西方社会及文化方面的知识和二语习得的理论、学科知识、学科教学知识、教育学和心理学知识、宽泛的知识面和了解学生心理及学习需求；技能的主要构件包括扎实的语言基本功、激发学生兴趣的技能、指导学生技能和评价学生技能；能力的主要构件包含语言表达能力、课堂活动设计和组织能力、分析和解决问题能力、归纳总结能力、跨文化交际能力、沟通能力、学习能力、获取和整合信息能力、反思能力和团队能力；中介变量的主要构件包含主动性、激情、责任感、服务意识、团队意识、奉献、以学生为中心、提高科研能力和严谨。 通过深度访谈优秀大学英语，研究者探究了大学英语教师KSAIBs内涵。通过课堂观察优秀大学英语教师和普通大学英语教师，研究者揭示了优秀大学英语教师与普通大学英语教师的教学信念和教学行为差异。研究者发现优秀大学英语教师的主要教学信念包括以学生为中心、教学目的是提高学生的英语综合应用能力和自主学习能力、学生对自己的学习负责、有效的师生配合能产生良好的教学效果和教师应满足学生个性化的学习需求。他们的主要教学行为包括鼓励学生提问题、设计和组织课堂教学活动、认真备课、指导学生学习、评价学生并反馈进步报告、传授学习策略、学习与反思和积极参加校改。普通教师的主要教学信念包括以教师为中心、以传授知识为主、教师对学生的学习负责、教师严格对待学生、英语教学的主要目的之一是使学生通过大学英语四级考试。他们的主要教学行为包括经常检查学生出勤、教师严格对待学生、上课以传授语言知识为主、反复让学生听听说材料和传授考试技巧。研究表明优秀大学英语教师的教学信念与其教学行为是一致的，普通教师的教学信念与新模式要求的以学生为中心的教学信念是矛盾的,这就造成教学效果较低。通过问卷调查，研究者揭示了教师的教学行为与学生满意度之间的关系。研究表明优秀教师的学生满意度明显高于普通教师的学生满意度。 研究结果证实了本研究提出的三个假设：第一，重点高校的大学英语教师KSAIBs与普通高校的大学英语教师KSAIBs有显著差异；第二，大学英语教师的个体特征对其KSAIBs有显著影响；第三，优秀大学英语教师教学信念和教学行为与普通大学英语教师有显著差异。 研究者发现了当前基于新教学模式的大学英语教师的主要问题：第一，大学英语教师在知识、技能、能力、中介变量和行为方面存在不足；第二，一些无法胜任新教学模式的大学英语教师仍然沿用传统的以学生为中心的教学模式；第三，一些高校在教师管理中仍然注重教学结果而不是教学过程。 第二个子研究阐述大学英语教师的KSAIBs模型在大学英语教师管理与开发中的应用。研究论述了南开大学公共英语教学部实施基于KSAIBs大学英语教师的招聘与选拔方案和组织培训与开发方案。实践证明基于KSAIBs大学英语教师招聘与选拔使南开大学公共英语教学部录用的大学英语教师不仅能胜任新教学模式，而且，他们在工作中表现非常出色，教学效果得到了教育部专家、同事和学生的认可。并且，实践还证明在南开大学公共英语教学部实施的基于KSAIBs大学英语教师培训与开发方案—专题讲座、专门技能培训、高学历学习、参加新模式教学研讨会、组建教研团队、参加出版社暑期培训、新模式教学观摩、参加国内外学术会议、树立优秀教师榜样提升了本部门大学英语教师的KSAIBs，这为大学英语教学模式在全校成功推广奠定了良好的基础。 此外，研究者还阐述了以人为中心的注重过程管理的教师行为管理对策。研究者指出为了提升教师KSAIBs，南开大学公共英语教学部注重以人为中心的教师教学过程管理。通过教师业务档案管理、教学系统管理、高层次激励、文化建设、团队建设和学习型组织建设,管理者了解反映教师教学行为的教学内容、教学进度、师生互动和教学[效果，指导教师的教学行为，促进团队合作，促使教师的个人目标与组织目标一致。 由于实施了有效的基于KSAIBs的大学英语教师管理与开发，南开大学公共英语教学部取得一些成绩。在2005年，在实验班教师和教研团队的共同努力下，公共英语教学部构建了大学英语教学新模式。在2006年，南开大学成为教育部首批大学英语教学新模式示范校，公共英语教学部开设的大学英语课程被评为校级精品课。在2007年教育部本科教学评估中，评估专家高度评价了南开大学大学英语教学模式，他们高度赞扬了教师在新模式教学中的突出表现。在2008年，公共英语教学部大学英语教学通过了教育部新模式教学的中期评估。这表明大学英语教师KSAIBs模型应用已初见成效。 根据以上研究结果，研究者分别对大学英语教师、大学英语教学部和学校提出了相关的建议。 本研究的创新点主要体现在以下三个方面： 第一，构建大学英语教师的KSAIBs模型。本研究运用文献法和问卷调查法构建了大学英语教师的KSAIBs模型。 第二，本研究通过质的研究研究运用深度访谈法探索了大学英语教师KSAIBs内涵。本研究还通过课堂观察法揭示了优秀大学英语教师与普通大学英语教师教学信念和教学行为差异。本研究还揭示了大学英语教师的教学行为与学生满意度之间的关系。 第三，本研究还探索了大学英语教师KSAIBs模型在大学英语教师管理与开发中的应用，提出了基于KSAIBs大学英语教师的招聘与选拔、培训与开发方案，构建了基于有效教学行为的学生评教行为指标体系以公正、客观地评价大学英语教师。本研究还从组织行为管理视角阐述了南开大学公共英语教学部基于KSAIBs的大学英语教师的有效的组织行为管理对策。
英文摘要：	To improve the quality of College English Teaching, 5 syllabuses have been issued and many College English textbooks have been published since 1949. However the time-costing and low-efficiency problem of College English teaching hasn’t been solved efficiently. Nowadays more and more experts and scholars have realized that the whole quality of College English teachers does affect the quality of College English teaching. In 1990s, some scholars began to explore the knowledge base, believes, skills, teaching behaviors and professional development of College English teachers. They have found out the main problems of College English teachers, such as the single knowledge base, narrow range of their knowledge, poor English skills, weak ability in doing research and not enough devotion to their work. In 2004, Chinese Education Ministry issued a new syllabus called the requirement of College English Teaching and launched a reform on College English Teaching based on the computer, mass media and network, aiming at improving the students’ comprehensive application ability of English, especially their listening and speaking skills and their autonomous learning ability. This requires the College English teachers of higher-level qualities. During the period of College English Teaching reform, the competency （KSAIBs） of College English teachers is worth our study to make them competent for their work. The researcher explored the KSAIBs of College English teachers from the perspective of competency in this study. It consisted of two parts: first, the researcher constructed the KSAIBs model of College English teachers; second, the researcher clarified the application of the KSAIBs model to the College English teachers’ management and development. The first study was to construct the KSAIBs model of College English teachers. The researcher found out every index of main components of College English teachers’ KSAIBs by means of the questionnaire method. The indices of College English teachers’ KSAIBs include knowledge, skills, abilities, intervening variables and behaviors. Based on it, the researcher constructed the College English teachers’ KSAIBs model. In this KSAIBs model, the main components of knowledge include mastery of the knowledge of linguistics and applied linguistics, of the knowledge of western societies and its cultures, of the second language acquisition theories, subject matter knowledge, pedagogic content knowledge, knowledge of education and psychology, wide range of knowledge and understanding students psychology and their demands. The main components of skills consist of solid English skills, skills of stimulating students’ interests, supervising and evaluating students. The main components of the abilities include the ability to express, the ability to design and organize classroom activities, the ability to analyze and solve problems, the ability to summarize and the ability to communicate interculturally, the ability in communication and teamwork., the abilities to learn, study, reflect and acquire and integrate information. The main components of intervening variables consist of initiative, passion, responsibilities, the senses of offering services and teamwork, rigidity, students orientation and improving the ability in teaching and researching. Through deep interview, the researcher revealed the connotation of College English teachers’ KSAIBs. By means of class supervision, the researcher revealed different teaching beliefs and teaching behaviors between superior-performance teachers and their counterparts and the relationship between the teachers’ teaching behaviors and the students’ satisfaction. It has been found out that there is clear difference between the KSAIBs of the College English teachers in the prestigious universities and that of the College English teachers in the non-prestigious universities. The researcher also revealed the great impact of College English teachers’ individual characteristics on their knowledge, skills and abilities, intervening variables and behaviors. We have found out that there is clear difference between the beliefs and behaviors of superior-performance teachers and those of their counterparts. Furthermore, the researcher has found out the main problems encountered by College English teachers: first, there is deficit in their knowledge, skills, abilities, intervening variables and behaviors required by the new College English teaching model; second, some College English teachers incompetent for the new College English teaching model are still following the traditional teaching model, focusing on teachers, rather than students; third, some colleges and universities are still paying more attention to the outcome, rather than the teaching process. The application of KSAIBs model of the College English teachers to their management and development was clarified in the second study. The researcher discussed the recruiting and selecting programs for College English teacher candidates, training and developing programs for College English teacher based on KSAIBs, which are carried out in General English Department of Nankai University. It has turned out that the KSAIBs-based recruiting and selecting programs carried out in General English Department of Nankai University contribute to recruiting the College English teachers who are not only competent for the new College English teaching model but also show superior performance at work. It has also turned out that the KSAIBs-based training and developing programs such as the special seminars, special skills training, doctorate study, the forums on the new teaching model, team-building of teaching and researching, summer training programs offered by 4 publishing houses, new teaching model supervision, academic meeting and superior-performance teacher model-setting have enhanced the KSAIBs of the teachers in General English Department of Nankai University, which has laid a good foundation for the successful promotion of the new English teaching model in Nankai University. Moreover, the researcher has clarified the strategies of College English teachers’ behavioral management in General English Department of Nankai University, which are teacher-centered and focuses on the teaching process in order to enhance KSAIBs of the College English teachers. The researcher has pointed out that College English teachers’ behavioral management style in General English Department of Nankai University is teacher-centered and teaching-process-focused. Through keeping the teachers profile and supervising the teaching system and teaching management system, offering high-level incentives and constructing organizational culture, the leaders in General English Department can be informed of the teaching content, the teaching pace of the teachers, the interaction between teachers and students and the teaching outcome, the behaviors of the teachers, promoting teamwork and coinciding the aims of College English teachers with those of Nankai University. General English Department of Nankai University has made some progress due to the College English teacher management and development based on KSAIBs. In 2005, the new College English model was constructed with the joint efforts of the teachers in charge of the experimental classes and our teaching & researching teams. In 2006, Nankai University became one of the first new College English teaching model schools and College English was appraised as a quality course in Nankai University. In 2007，the experts highly appraised the new College English teaching model and they praised the teacher’s remarkable performance in the undergraduate teaching evaluation run by Education Ministry. In April，2008，the College English Teaching of General English Department gained the recognition of the experts in the mid-term evaluation run by Education Ministry. It has turned out that the application of College English teacher KSAIBs model is working productively. According to the above research outcome, the researcher has offered some suggestions for College English teachers, College English departments and colleges and universities. The contribution of this dissertation mainly lies in the following three points: First, the researcher constructed the KSAIBs model of College English teachers. The literature review and questionnaire survey were used to construct this model. Second, the researcher explored the KSAIBs connotation of the College English teachers, revealing the different teaching beliefs and teaching behaviors between superior-performance teachers and their counterparts by means of field study in form of classroom supervision; Third, the researcher probed into the application of the KSAIBs model of College English teachers in General English Department of Nankai University, revealing the recruiting and selecting programs for College English teacher candidates, training and developing programs for College English teachers, constructing the students’ evaluation behavior index system based on the effective teaching behaviors to evaluate College English teachers justly and objectively. The researcher explicated that the KSAIBs-based strategies of organizational behavioral management work very effectively in General English Department of Nankai University from the perspective of organizational behavioral management.
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