基于教师学习共同体的高中英语“同课异构”模式的行动研究
发布时间：2021-08-19 11:45
“同课异构”（简称为DIDSS）是以同一教学内容为媒介,由一位或多位老师根据学生实际、现有的教条件和教师自身的特点进行的不同个性化教学设计。然而目前高中英语“同课异构”教研活动流于形式化。2017年习总书记提出构建“人类命运共同体”,在新的时代背景下,教师学习共同体（简称为TLC）作为一种通过激发教师内在动机来促进教师专业化的学习组织团体或学习环境理应被大力提倡。为了使高中英语“同课异构”活动能更好的促进教师专业发展,作者试图结合教师学习共同体相关理论和行动研究的方式来完善这种教研活动。本文主要围绕以下几个问题进行研究:1)目前高中英语“同课异构”的教研活动存在哪些问题?2)如何开展基于教师学习共同体理论的英语“同课异构”活动以及给出建议?3)行动研究证明新的“同课异构”模式对英语教师专业化有什么影响?本研究用问卷和访谈的方式对高中英语“同课异构”教研活动现状进行了调查。结果发现这种教研模式中存在以下问题。1)教师专业发展动机薄弱。2)教师间的合作意识不足。3)活动缺少量化的标准和理论基础。针对以上问题,笔者通过两轮行动研究,对基于教师学习共同体的“同课异构”活动提出了一些建议。在第一...
【文章来源】：赣南师范大学江西省
【文章页数】：81 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter 1 Research Introduction
1.1 Research Background
1.1.1 The Requirements of Teacher Professional Development
1.1.2 Current Situations of“DIDSS”Activities
1.2 Aims and Significance of the Study
1.3 Framework of the Thesis
Chapter 2 Literature Review
2.1 Definition of Core Concepts
2.1.1 Learning Community
2.1.2 Teacher Learning Community (TLC)
2.1.3 “Different Instructional Design for the Same Subject”(DIDSS)
2.1.4 Action Research
2.2 Research Status at Home and Abroad
2.2.1 Research Status of TLC at Home and Abroad
2.2.2 “DIDSS”Domestic Research Status
2.3 Theoretical Basis
2.3.1 Theory of Constructivism
2.3.2 Theory of“Post-Method”in Foreign Language Teaching
2.3.3 Theory of Cooperative Learning
Chapter 3 Research Design
3.1 Research Subjects
3.2 Research Questions
3.3 Research Method
3.4 Research Instruments
Chapter 4 The Pilot Study of Action Research
4.1 Investigation Research
4.1.1 Investigation Research Design
4.1.2 Identifying the Problems
4.2 Hypothesis Analysis
4.2.1 Design Principles of“DIDSS”Mode Based on TLC Theory
4.2.2 The Basic Steps of the Construction of TLC
Chapter 5 The First Round of“DIDSS”Model
5.1 Planning
5.2Implementing
5.3.1Pre-“DIDSS”
5.3.2 While-“DIDSS”
5.3.3 Post-“DIDSS”
5.3Observing
5.4 Reflecting
5.4.1 Progresses and Deficiencies in the First Round Research
5.4.2 Improvement Measures
Chapter 6 The Second Round of Action Research
6.1 Planning
6.2 Implementing and Observing
6.2.1 Pre-“DIDSS”
6.2.2 While-“DIDSS”
6.2.3 Post-“DIDSS”
6.3 Reflecting
6.4 Summary of Action Research
6.4.1 The Results of“DIDSS”Mode in Action Research
6.4.2 Suggestions on“DIDSS”Mode in Action Research
Chapter 7 Conclusion
7.1 Main Findings
7.1.1 The Results of Investigation Research
7.1.2 Suggestions on“DIDSS”Based on TLC
7.1.3 Effects of“DIDSS”Model Based on TLC
7.2 Limitations
Appendixes
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
References
本文编号：3351351
【文章来源】：赣南师范大学江西省
【文章页数】：81 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter 1 Research Introduction
1.1 Research Background
1.1.1 The Requirements of Teacher Professional Development
1.1.2 Current Situations of“DIDSS”Activities
1.2 Aims and Significance of the Study
1.3 Framework of the Thesis
Chapter 2 Literature Review
2.1 Definition of Core Concepts
2.1.1 Learning Community
2.1.2 Teacher Learning Community (TLC)
2.1.3 “Different Instructional Design for the Same Subject”(DIDSS)
2.1.4 Action Research
2.2 Research Status at Home and Abroad
2.2.1 Research Status of TLC at Home and Abroad
2.2.2 “DIDSS”Domestic Research Status
2.3 Theoretical Basis
2.3.1 Theory of Constructivism
2.3.2 Theory of“Post-Method”in Foreign Language Teaching
2.3.3 Theory of Cooperative Learning
Chapter 3 Research Design
3.1 Research Subjects
3.2 Research Questions
3.3 Research Method
3.4 Research Instruments
Chapter 4 The Pilot Study of Action Research
4.1 Investigation Research
4.1.1 Investigation Research Design
4.1.2 Identifying the Problems
4.2 Hypothesis Analysis
4.2.1 Design Principles of“DIDSS”Mode Based on TLC Theory
4.2.2 The Basic Steps of the Construction of TLC
Chapter 5 The First Round of“DIDSS”Model
5.1 Planning
5.2Implementing
5.3.1Pre-“DIDSS”
5.3.2 While-“DIDSS”
5.3.3 Post-“DIDSS”
5.3Observing
5.4 Reflecting
5.4.1 Progresses and Deficiencies in the First Round Research
5.4.2 Improvement Measures
Chapter 6 The Second Round of Action Research
6.1 Planning
6.2 Implementing and Observing
6.2.1 Pre-“DIDSS”
6.2.2 While-“DIDSS”
6.2.3 Post-“DIDSS”
6.3 Reflecting
6.4 Summary of Action Research
6.4.1 The Results of“DIDSS”Mode in Action Research
6.4.2 Suggestions on“DIDSS”Mode in Action Research
Chapter 7 Conclusion
7.1 Main Findings
7.1.1 The Results of Investigation Research
7.1.2 Suggestions on“DIDSS”Based on TLC
7.1.3 Effects of“DIDSS”Model Based on TLC
7.2 Limitations
Appendixes
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
References
本文编号：3351351
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