新课标视域下的阅读有效教学：关于高中英语教师信念与实践的研究

发布时间：2018-06-14 15:48

本文选题：教师信念 + 教师行为　；参考：《西南大学》2015年硕士论文

【摘要】：如今,教师信念成为了教师专业发展研究的一个热点,因为教师信念是影响教师教学的一个直接因素和重要因素。Borg (2003)认为,语言教学受到众多因素影响,从内因方面来看,其中比较直接的影响因素就是教师信念。但是,教师信念是一个宏观而抽象的概念,因此我们要对教师信念的某一个方面进行研究才更有意义。所以,本文作者从有效阅读教学的角度出发,探究高中英语教师关于有效阅读教学的教学信念和行为。本论文围绕三个问题展开：1)高中英语教师对阅读有效教学持什么信念?2)在课堂教学中,他们是如何实施这种信念的?3)哪些因素影响了英语教师关于阅读有效教学的信念与行为?该研究采取了定量研究与定性研究相结合的方式,对重庆市三位重点中学的高中英语教师进行了个案研究。本文主要是通过教师访谈、课堂观察和学生问卷来搜集数据。本文通过对三位高中英语教师进行课前访谈、课堂观察、课后访谈了解教师关于高中英语有效阅读教学的信念和行为,并结合148位学生的问卷,以探究高中英语教师对有效阅读教学所持的信念以及在课堂上的行为,再深层次探究哪些因素影响了英语教师关于阅读有效教学的信念和行为。该研究表明：(1)三位教师都认为,高中英语有效教学主要是指学生能够掌握文章的主旨大意,并能够抓住文章中的一些细节。除此以外,各位教师对此的理解又各有侧重点。比如,雷老师侧重于阅读技巧和策略的培训,郭老师注重学生在阅读过程中情感的培养和升华。(2)三位英语教师关于高中英语阅读有效教学的信念和实践大致上是一致的,因为行为实践受到教学信念和思想的引导和左右,但是也在一定程度上有所差异。(3)高中英语教师关于阅读有效教学的信念和实践存在一些差异,主要是受两方面因素的影响。一是教师本身的局限。教师的语言教学观、教师的教学水平和教师的教学经验。二是现实的环境因素：1)学生实际的英语语言水平；2)课堂教学的复杂性；3)考试所带来的压力。作者希望通过这个研究所得到的结论,为教师在阅读有效教学中提供一些依据和意见,供教师在实践后去反思和改善,并希望引起教育界的关注,切切实实地通过一些改革或改善来促进高中英语阅读教学有效性的提高。
[Abstract]:Nowadays, teachers' beliefs have become a hot topic in the research of teachers' professional development, because teachers' beliefs are a direct and important factor that affects teachers' teaching. Among them, the direct influence factor is teacher's belief. However, teacher belief is a macro and abstract concept, so it is more meaningful to study one aspect of teacher belief. Therefore, from the perspective of effective reading teaching, the author explores the teaching beliefs and behaviors of high school English teachers on effective reading teaching. This thesis focuses on three questions: (1) what do senior English teachers believe in effective teaching of reading? (2) in classroom teaching, How do they implement this belief? (3) what factors affect English teachers' beliefs and behaviors about effective teaching of reading? A case study of senior high school English teachers in three key middle schools in Chongqing was carried out by combining quantitative and qualitative studies. This paper collects data through teacher interview, classroom observation and student questionnaire. In this paper, three senior high school English teachers were interviewed before class, classroom observation and after-class interviews to find out the teachers' beliefs and behaviors about effective reading teaching in senior high school, and 148 students' questionnaires were used. In order to explore the beliefs and behaviors of English teachers in effective reading teaching in senior high school, and further explore which factors affect the beliefs and behaviors of English teachers about effective reading teaching. The study shows that all three teachers agree that effective English teaching in senior high school mainly means that students can grasp the main idea of the article and grasp some details of the article. In addition, the teachers to this understanding has their own emphases. For example, teacher Lei focuses on the training of reading skills and strategies, while Ms. Guo pays attention to the cultivation and sublimation of students' emotions in the process of reading.) the beliefs and practices of the three English teachers on effective teaching of English reading in senior high schools are roughly the same. Because behavioral practice is guided and controlled by teaching beliefs and thoughts, but to some extent, there are some differences in the beliefs and practices of English teachers about effective teaching of reading, which are mainly influenced by two factors. One is the limitation of teachers themselves. Teachers' views on language teaching, teachers' teaching level and teachers' teaching experience. The second is the realistic environmental factor: 1) the students' actual English language proficiency and 2) the complexity of classroom teaching. The author hopes to provide some basis and advice for teachers in effective teaching of reading through the conclusions of this study, for teachers to reflect on and improve after practice, and hope to attract the attention of the educational circles. To promote the effectiveness of English reading teaching in senior high school through some reforms or improvements.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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