ACKNOWLEDGEMENTS
ABSTRACT
摘要
CONTENTS
LIST OF TABLES
Chapter One Introduction
1．1 The origin of the research
1．2 The significance of the research
1．3 Research methods
1．4 The organization of the thesis
Chapter Two Literature Review
2．1 Present situations on teachers’ learning at home and abroad
2．2 Self-Regulated learning
2．3 A social cognitive view of self-regulated learning
2．4 Requirements of the New Senior English Curriculum Criterion to senior high English teachers
2．4．1 Teachers as professionals
2．4．2 Teachers as participants
2．4．3 Teachers as researchers
2．4．4 Teachers as curriculum designers
Chapter Three Methodology
3．1 Objectives
3．2 Research questions
3．3 Subjects
3．4 Instruments
3．5 Data collection
Chapter Four Analysis and Discussion
4．1 The content of English teachers’ SRL
4．2 The objects of English teachers’ SRL
4．3 The behaviors of English teachers’ SRL
4．4 The influential factors of English teachers’ SRL
4．4．1 Self-Efficacy
4．4．2 Self-Achievement goal orientation
4．4．3 Goal structures of the school
4．4．4 Proactive personality
4．5 Solutions
4．5．1 Improving English teachers’ self-efficacy in teaching and research
4．5．2 Establishing the suitable teaching and scientific research goal
4．5．3 Application of self-regulated learning strategies
4．5．4 Making a positive attribution to success or failure
4．5．5 Making direct and timely feedback on teaching and research
4．5．6 Establishing an effective incentive mechanism
Chapter Five Conclusion
5．1 Major findings
5．2 Some suggestions
5．3 Limitations of the study
REFERENCES
Appendices
高中英语教师自我调节学习访谈调查
高中英语教师自我调节学习情况问卷调查
教师自我调节学习影响因素问卷
教师自我调节学习内容分析编码
教师自我调节学习对象分析编码
教师自我调节学习行为方式分析编码
教师自我效能感问卷
个体成就目标定向问卷
学校目标结构问卷
教师主动性人格问卷
攻读学位期间发表的学术论文
浙江师范大学学位论文诚信承诺书
声明
