Therefore , we should make an improvement in the category of teaching material , classroom teaching model , teachers ' quality and so on , so as to promote the teaching efficiency by making the teaching of the course more purposeful , practical , and getting the writing practice easy to be handled 为此，应该从教材体例、课堂教学模式以及教师素质等方面进行相应改革和提高，旨在加强教学的针对性、实用性和写作训练的可操作性，提高教学效能。
The third section paves the way for the action research . it first analyses two of the prominent psychological features of teachers : the sense of efficacy and monitoring ability in teaching , which provide sufficient psychological evidences for practice . then it mainly introduces three approaches , which can help to further the subjective development of primary and high school teachers : subject research study , self - directed study and reflection of teaching practice 第三部分是行动前的思考与铺垫，先对两个特别突出的教师心理特征? ?教学效能感与教学监控能力作了重点分析与研究，为实践提供充分的心理学依据，然后重点推介三种有利于推动中小学教师主体性发展的行动方略：主题研究学习、自我导向学习以及教学实践反思。
This research explores the teachers ' satisfaction toward grade 1 - 9 curriculum and teaching effectiveness in elementary school , as well as different background , to discuss the relationship between teachers ' satisfaction toward the 9 - year integrated curriculum and teaching effectiveness 摘要本研究旨在了解国小教师对实施九年一贯课程的满意度与教师教学效能之现况，及其在同教师背景下国小教师对实施九年一贯课程的满意度与教师教学效能之差异情形，并探讨九年一贯课程的满意度与教师教学效能二者之间的关系。
The study paid attention to the change of teacher ' s sense of teaching efficacy teaching motivation and occupational stress under such realistic background . by analysis and explanation of investigation data , the study concludes the results as follows : 1 after implement of curricular reform , general teaching efficacy of teachers who have joined curricular reform compared to their past or to of what teachers who have n ' t joined curricular reform goes up significantly , while personal teaching efficacy ( significantly ) declines ; 2 after implement of curricular reform , intrinsic motivation of teachers who have joined curricular reform compared to their past ( significantly ) presents descending trend , while their outer motivation ( significantly ) rises apparently . so that their intrinsic motivation and outer motivation are significantly much higher than of what teachers who have n ' t joined curricular reform ; 3 after implement of curricular reform , occupational role and personal stress of teachers who have joined curricular reform compared to their past or to of what teachers who have n ' t joined curricular reform goes up significantly , while their relaxation of personal resource significantly declines , but have no remarkable difference at other aspects ; 4 the sense of teaching efficacy teaching motivation and occupational stress of teachers which belong to different characteristic and category exists remarkable difference before and after new curricular reform ; 5 teachers " sense of teaching efficacy teaching motivation and occupational stress tie together tightly , while the interaction of teaching motivation and occupational stress is prominence , occupational stress directly influences teaching motivation , and indirectly influences the sense of teaching efficacy 通过对调查数据予以分析和说明，本研究得到如下结论： ( 1 )课程改革以后，参与课改的教师无论与自身纵向相比，还是与未参加课改的教师横向相比，其一般教育效能感显著上升，而教师的个人教学效能感则(显著)下降； ( 2 )课程改革以后，参与课改的教师与自身纵向相比其内部动机有较为显著的下降趋势，外部动机则有显著地上升趋势；其内部动机和外部动机都(显著)高于未参加课改的教师； ( 3 )课程改革以后，参与课改的教师无论是与自身纵向相比，还是与未参与课改的教师横向相比，其“职业任务”和“个体紧张反应”方面均呈现(非常)显著地上升趋势，而在“个体应对资源”方面除休闲是显著降低外，其余无显著的差异； ( 4 )不同特征和类别教师的“教学效能感” 、 “教学动机”和“职业紧张应对”在课改前后的变化状况上存在(显著)差异； ( 5 )教师教学效能感、教学动机和职业紧张应对密切联系，教学动机与教学效能感相互作用显著；而职业紧张应对直接显著影响教学动机，间接影响教学效能感。
Results indicated that the teacher in vocational school and high school only differed in their perspectives of environment ; no gender and professional title differences were found in educational perspectives of vocational school teachers , but there were remarkable professional title differences in high school teachers " personal teaching efficacy and their perspectives of personality and cognitive ability ; male teachers and teachers with lower professional title were more likely to educate their students in negative way ; both the vocational school and high school teachers " educational perspectives were strongly related to their teaching styles ; to the teacher in high school , their personal teaching efficacy and perspectives of heredity had better predictive function for teaching style . to the teacher in vocational school , their perspectives of personality and sense of teaching efficacy had better predictive function for teaching style . meanwhile gender and professional title were also significant predictors of the two types of teachers " teaching style 本研究结果表明：两类教师的总体差异较小，只在环境观上存在显著差异；在教育观念上，职校教师的性别和职称差异均不显著，而普中教师的个人效能感和对学生的个性、认知能力的发展期望随职称上升明显增加，在教育方式上，男教师和低职称教师都有更多地采用消极教育方式的趋向；两类教师的教育观念与教育方式之间的关系均很显著；普中教师的个人效能感、遗传观和对学生的认知发展期望是影响其教育方式的主要指标，职校教师的教学效能感和对学生的个性发展期望是影响其教育方式的主要指标，同时，性别和职称对两类教师的教育方式也具有影响作用。
From the data obtained in this research , four dimensions were identified for delimiting and defining tb of teaching : the teachers " conceptions of students " learning , the content of teaching , evaluation and teachers " conceptions of treating students . if the score is less than 3 , he / she is regarded as disagreeing with the related beliefs 本研究以489名中小学在职教师为对象，采用利克特式六点量表，本研究假设，教师信念与教师的工作投入、反思智力、批判思考倾向、工作满意度及教师的教学效能感有关。
Influenced by the uncommon philosophical thoughts , there were two models in teacher professionaliazation . one was the passive professionalization of individual teachers . that was the model of " proficient technique " , in which teachers were regarded as " technicians " and educational theories and skills of excess syndrome and definitude were the main content of training 受不同哲学思想的影响，关注“专业素质”提高的教师专业化出现了两种发展模式：一种是“技能熟练”的教师个体被动专业化模式：教师被看作“技术人员” ，实证性的、确定性的教育理论和技能成为训练的主要内容， “以能力为基础的师范教育”计划、微格教学法、教师教学效能核定评价制度是这种模式的主要表现。
Therefore , this paper put forwards a new teachers " emotion structure which includes the dimensions of teachers " sense of teaching efficacy , commitment to teaching , job burnout , subjective well - being in their ordinary life and their sense of social support ; and by the aid of this structure and combining previous studies in this field , it analyzes teachers " emotional characteristics in various phases from the above dimensions 为此，本论文在研究中，提出了教师情感新的结构。它包括教学工作中的教学效能感、职业承诺和职业倦怠感；一般生活中的主观幸福感、社会支持感，并在此结构上，结合前人的研究，对教师情感各维度及其在教师成长各阶段中的特征进行分析、探讨。
This article , based on the theory of self - efficacy proposed by bandura , dissertates the relationship of the favorable interaction of self - efficacy between teacher and students in classroom teaching and learning , which states that the teacher with high self - efficacy is able to enhance the students ' self - efficacy , while students with high self - efficacy are able to improve the teacher ' s self - efficacy 摘要根据班杜拉的自我效能理论，论述了体育教学中教师与学生自我效能感的同质性互动关系，即教学效能感高的教师可以通过教学行为提高学生的自我效能感，而自我效能感高的学生可以通过学习行为提高教师的教学效能感。
With the outspread of new curricular reform , the contradiction and contrast between the idea of new curricular reform and teachers " existing teaching level totally appeared . teachers " acceptance of idea teaching material teaching method and evaluation will experience from not knowing what to do to adapting them gradually . during the period , teachers " sense of teaching efficacy certainly would fluctuate because of above - mentioned reasons 随着新课程改革的展开，新课程改革的目标、理念与教师的现有教学水平之间形成的矛盾与反差显露无余，教师对新课程改革中的理念、教材、教法与评价等的接受会经过无所适从到逐步适应的阶段，这期间教师的教学效能感势必因此有所波动，而教师的教学效能感的起伏将影响教师的教学动机和职业紧张状况，进而影响教师的教学效果、师生关系协调，从而关系到新课程改革的顺利实施与开展。
