教师自我表露与学生课程兴趣、沟通动机的关系研究.pdf

文档介绍：河北大学
硕士学位论文
教师自我表露与学生课程兴趣、沟通动机的关系研究
姓名:冯佩佩
申请学位级别:硕士
专业:发展与教育心理学
指导教师:张雅明
20100601



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Abstract
Teacher self-disclosure is the process that teacher use action, oral speech or written words
to express any factual information about themselves to students. All of the previous researches
on teacher self-disclosure focused on undergraduates. For middle school students, we can
hardly find such researches. In China, research in this field is still in blank.
Base-on overviews of former researches and open-ended questionnaire, this study
organized a questionnaire about middle school teacher self-disclosure. This study involved
500 middle school students for testing the characteristics of teacher self-disclosure on gender
and grade through self-making questionnaire. Moreover, the relationship among teacher
self-disclosure, students’ communication motives and students’ interest were researched.
Through analysis and discussion, the main conclusions of this study as follows:
self-designed questionnaire had good reliability and validity. The topics that teacher
self-disclosure in classroom contained four dimensions: positive, related, common, intimate;
self-disclosure had four dimensions, the level from high to low was positive,
related, common, intimate;