Research consistently shows that teaching behaviour is a highly-important indicator of learning environments. Based on a teacher effectiveness model with six observable teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching–learning strategies, and differentiation), the present paper examines the psychometric quality of the My Teacher questionnaire for capturing student perceptions of teaching behaviour in the Spanish secondary-education context. Additionally, this study validated the model of teaching behaviour and student engagement and its relevance in Spain. 7114 students of 410 teachers attending 56 public and private Spanish schools constituted the sample. The six teaching behavioural dimensions model were confirmed in the Spanish context. Regarding student academic engagement, the presence of two domains (behavioural and emotional engagement) were confirmed. Furthermore, results of a multiple-group structural equation modeling path analysis, examining the relationship between teaching behaviour and student engagement across different teaching experiences, revealed differential effects of teaching behaviour influences on students’ engagement. The percentage of explained variance was larger for emotional engagement than for behavioural engagement. Furthermore, teachers’ teaching experience explained differences in the relationship between perceived teaching behaviour and engagement. Two domains (learning climate and activating teaching) appeared to be the two most-important teaching domains for students’ behavioural engagement while, for emotional engagement, the most important domains for student engagement were learning climate and teaching learning strategies.
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共查询到20条相似文献，搜索用时 453 毫秒
1.
张念 《云南师范大学学报(教育科学版)》2010,(5):48-54
西班牙语属于印欧语系,语法上跟汉语差异较大。这些差异容易引发母语西班牙语者学习汉语时出现语法偏误。文章对西班牙语学生的一些常见语法偏误进行分析,通过汉西语法对比找出偏误的原因,并探讨偏误与难度等级的关系。 相似文献
2.
金彤彤 《语文学刊:高等教育版》2014,(10):105-106
偏误分析就是对学生学习第二语言过程中所犯的偏误进行分析,从而发现第二语言学习者产生偏误的规律.本文以《西班牙的番茄节》一文中的关联词语搭配类偏误为例,从偏误现象、偏误分析、教学对策等方面进行详细的阐述. 相似文献
3.
本文以中介语理论为指导,通过对在教学过程中采集的中介语口语语料的分析,初步探讨了日本学生在学习汉语不同阶段口语中的偏误类型和特性,以及教师怎样通过偏误纠正,引导处于中介语发展不同阶段的学生更好地进行汉语学习等问题. 相似文献
4.
对外汉语教学中的语篇偏误分析 总被引：1，自引：0，他引：1
语篇偏误分析是偏误分析理论中一项重要的内容,但在目前的对外汉语教学中,对语篇引起的偏误分析研究不足。这一偏误现象还没有引起学界足够的重视。拟从语篇偏误产生的原因,语篇偏误的类型这几个方面入手,简要谈一下语篇偏误在偏误理论分析中的重要性。 相似文献
5.
本文以中介语理论为指导,通过对在教学过程中采集的中介语口语语料的分析,初步探讨了日本学生在学习汉语不同阶段口语中的偏误类型和特性,以及教师怎样通过偏误纠正,引导处于中介语发展不同阶段的学生更好地进行汉语学习等问题。 相似文献
6.
本文以中介语理论为指导，通过对在教学过程中采集的中介语口语语料的分析，初步探讨了日本学生在学习汉语不同阶段口语中的偏误类型和特性，以及教师怎样通过偏误纠正，引导处于申介语发展不同阶段的学生更好地进行汉语学习等问题。 相似文献
7.
申莉 《湘潭师范学院学报(社会科学版)》2005,27(6):148-151
基于对中国学生英语写作偏误分析以及以往的研究,以中国学生写作语料库的第二语言习得和中介语理论为基础,引证教学实践中学生典型的写作偏误,从偏误的根源和类型着手,主要探讨英语写作教学中中国学生英语写作能力的实质及其发展的特点,进而提出了一些原则和方法。 相似文献
8.
张方 《黑龙江教育学院学报》2012,(7):135-139
在中介语理论和偏误理论的指导下,通过对韩国学生汉语习得的第一手材料进行深入分析,认为韩国学生在汉语习得中存在词汇偏误、语法偏误以及语用失误等三种偏误类型,而各种偏误类型又有着不同的具体表现。此基础上分析了这些偏误的形成原因,认为是语际迁移、语内迁移、文化迁移和学习策略导致了这些偏误的产生。最后就此提出了相关的应对策略,以期为韩国等外国留学生的汉语习得提供有益的借鉴。 相似文献
9.
本文基于中介语语料库从词汇语义的角度对印尼学生使用动词出现的语义偏误进行了统计，分析了同义词、多义词、易混淆词、汉语词法错误类推4种语义偏误类型并分别探讨了其偏误原因，希望能为印尼的汉语教学提供一定的参考依据。 相似文献
10.
英语母语留学生汉语习得语法偏误研究综述 总被引：2，自引：0，他引：2
近年来,学术界对英语母语留学生汉语习得语法偏误研究取得了丰硕的成果。英语母语留学生语法偏误的类型有句法偏误、语义搭配偏误、语用偏误等类型。偏误形成的原因有内部原因和外部原因两个方面。今后对语法偏误的研究应注重实词研究,加强系统的整体研究,尤其是展开对语篇语境偏误的研究以及与其他母语学生习得的比较研究。 相似文献
11.
张念 《暨南大学华文学院学报》2011,(3):44-50
本文以作文语料为基础,考察西班牙学生汉语定语使用情况。研究发现：中级I阶段西班牙学生单定语结构使用率和正确率均显著高于双定语结构。该阶段的主要偏误是“的”的误加、遗漏与错位,其次是量词充当定语成分时误代、遗漏与误加,再次是定语的错位。偏误原因主要是母语负迁移。本文针对以上偏误特点,提出了教学建议。 相似文献
12.
笔者通过英语A层(英语学习能力较弱的学生)、B层(英语学习能力中等的学生)和C层(英语学习能力较强的学生)的教学学案(八年级上册Unit5 Task)进行设计案例分析,分别从学习目标的设置、学习过程的安排来谈谈作为英语教师如何实施分层教学,以促进不同层次学生的英语学习能力和运用能力得到提高。 相似文献
13.
根据我院非计算机专业计算机语言必修课或公选课的教学，结合学生计算机等级考试(C语言二级)辅导、考试实际情况，总结了若干在计算机语言教学中普遍存在的问题，并提出几点教改建议． 相似文献
14.
将《英美概况》列入高职非英语专业的公共选修课,有利于增强高职学生的外语兴趣,有利于提升高职学生的跨文化交流能力。如何在高职非英语专业中展开《英关概况》教学,建议借鉴外语学习动机理论从语言、学习者、学习情境等三个层面来激发学生学习外语的热情和兴趣。 相似文献
15.
高职学生入学时的英语水平参差不齐,使高职高专英语教学改革势在必行.实践证明在高职英语教学中实行分层教学可以解决这一难题. 相似文献
16.
Items from two American instruments designed to measure students' evaluations of teaching effectiveness were translated into Spanish and administered to a sample of Spanish university students. Most of the items were judged by the students to be appropriate, every item was chosen by at least a few as being a most important item, and all but the Workload/Difficulty items clearly differentiated between lecturers whom students indicated to be “good,” “average,” and “poor.” A series of factor analyses clearly identified the factors that the instruments were designed to measure and that have been identified in previous research. Finally, a multitrait-multimethod analysis demonstrated that there was good agreement between factors from the two instruments which were hypothesized to measure the same components of effective teaching, and provided support for both the convergent and discriminant validity of the ratings. The findings illustrate the feasibility of evaluating effective teaching in a Spanish university and the appropriateness of the two American instruments. 相似文献
17.
Isabella McMurray Cheryl Rafferty Cordelia Sutton Shweta Patel 《Journal of Further & Higher Education》2017,41(3):273-285
The transition between school or college and higher education can be a challenging time for a student. Schools, colleges and universities work together in a number of ways in order to try and ease this process. However, many students still find their first-year experience difficult to adjust to, which can impact on their own development and achievement. This article documents critical reflections on a case study of a teaching, learning and research partnership currently being undertaken between a secondary school where students are taught AS and A Level psychology and a department of psychology in a post-1992 university in England. Drawing upon a social constructivist framework together with Healey’s model of the link between research and teaching, the aims of this study were to explore how undergraduate dissertation students can work with AS and A Level students on their dissertation projects. The study showed that the AS and A Level students found it an enjoyable practical experience, which they felt enhanced their understanding of university studies. The dissertation students found that the experience might be useful for postgraduate studies and future employment. This article highlights the benefits of the process but also the challenges for those involved, particularly if it was to be conducted on a larger scale. 相似文献
18.
本文选取新乡市刽桥少儿英语一级班中发音困难最大的8位学生作为受试者,对他们的发音经过半年的数据跟踪采集和整理,并将录音转写为附发音错误码文本。通过对小型语料库的检索、观察和研究,发现了中国小学英语学习者发音困难及存在的问题。在解释这些困难及问题的同时,本文提出了相应的解决方案,以期对外语语音的教与学提供实证支撑和理论依据。 相似文献
19.
窦丽丽 《齐齐哈尔师范高等专科学校学报》2012,(2):146-148
在英语口语教学和口语测试过程中,教师们发现学生经常会犯这样或那样的错误。语言学家Dulay和Burt曾说过":不犯错误是学不会语言的",指出了从错误中学习语言的重要性,本文从错误分析理论出发,通过实证研究探讨非英语专业学生在英语口语考试中所犯错误的类型及原因,提出口语中常用的纠错策略,希望对英语口语教学能够有所启发和帮助。 相似文献
20.
Inda-Caro Mercedes Maulana Ridwan Fernández-García Carmen-María Peña-Calvo José-Vicente Rodríguez-Menéndez M. del Carmen Helms-Lorenz Michelle 《Learning Environments Research》2019,22(2):229-251
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