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体育教师（专家—新手型）教学效能感及其课堂教学行为的研究 摘要：本研究主要通过问卷调查法和观察法探讨体育教师（专家—新手型）教学效能感及其课堂教学行为的状况、差异与关系。结果显示：体育教师（专家—新手型）的个人教学效能感高于一般教学效能感；专家型体育教师总体教学效能感、个人教学效能感及其各维度明显优于新手型体育教师，而他们的一般教学效能感不存在显著差异；专家型体育教师课堂教学行为表现优良，其课堂教学行为以及各行为领域的表现都要明显优于新手型体育教师，新手型体育教师课堂教学行为表现尚未成熟，各方面有待改善提高；体育教师个人教学效能感、总体教学效能感与课堂教学行为各领域及教学行为总体存在着非常显著的正相关；一般教学效能感与课堂教学行为各领域及教学行为总体相关不明显。 关键词：专家—新手型；体育教师；教学效能感；课堂教学行为 The research on PE teacher(expert-novice model)’s sense of teaching efficacy and teaching behavior in class Abstract：Through the methods of questionnaire and observation, this research mainly discussed the actuality,difference,connection of the sense of teaching efficacy and their teaching behavior in classroom. Among the P·E teachers(expert-novice). The Results indicated that: The expert PE teachers’personal sense of teaching efficacy is higher than novice P·E teacher remarkably, but there isn’t remarkable difference between expert P·E and novice P·E teacher of general sense of teaching efficacy; Expert PE teacher’s teaching behavior is fine. Various fields of expert PE teacher’s teaching behavior are better than novice PE teacher remarkably. Novice PE teacher’s teaching behavior is immature. several fields of teaching behavior need to improve; PE teacher’s sense of personal teaching efficacy、whole teaching efficacy has extremely remarkable correlation with PE teacher’s teaching behavior and various fields of teaching behavior. PE teacher’s sense of general teaching efficacy has not remarkable correlation with their teaching behavior and various fields of teaching behavior. Key words : expert-novice；P·E teachers；the sense of eaching efficacy; teaching behavior in class 教师教学效能感理论主要源于美国心理学巨匠班杜拉（Bandura）的“自我效能”理论和罗特（Rotter）的控制点理论[1]:232,在国外已经历30余年的研究历程。教师教学效能感指教师在教学这一特定情境中，相信自己能够多大程度上改变和影响学生学习行为的能力的一种自我知觉和主观判断，分为一般教学效能感和个人教学效能感两个维度[2]。一般教学效能感是指教师对家庭环境等外部因素与教师自身能够对学生施加的影响力的相对大小的信念；即：认为即使在显著受到外在环境(家庭因素) 的限制下, 教育仍有能力改变学生。个人教学效能感是指教教师对其应该具有的教育、教学的能力的信念 [1]:232。 教师教学效能感在课堂教学行为动因的各种机制中处于核心地位，具有普遍意义[3]。