建构主义视阈下大学英语青年教师反思能力研究

发布时间：2021-08-24 08:13

　　反思即自我反省,意指个体通过对行为的思考,批判性地分析其行为问题的一种能力。在教学实践中,反思是指教师通过对自身教学行为的批判性分析,使其不断地发现教学问题并改善其自身的教学。反思对教师的促进作用越来越被认可。大学青年教师是大学教师群体的基石。因此,研究大学青年教师反思能力对提高大学英语教学效果非常重要。因此,本研究旨在研究以下三个问题:（1）大学英语青年教师反思内容有哪些?（2）大学英语青年教师的反思能力与其自身专业化发展之间的关系是什么?（3）大学英语青年教师在反思时取得的收获和遇到的阻碍是什么?本研究综合质性与量化的研究方法,试图探究教师的反思及反思能力与其自身专业化发展之间的关系。本研究选取沈阳师范大学大学外语教学部、外国语学院、国际商学院中50名教师为研究对象,对其进行问卷调查,并选取其中5名教师对其进行课堂观察和访谈,观察周期共计15周。本研究采用问卷法、课堂观察法和访谈法,其中调查问卷所得的数据使用SPSS16.0进行分析。研究结果如下:（1）在问卷调查的七个反思方面中（实践反思、道德反思、课堂管理反思、认知反思、情感反思、元认知反思及批判性思维反思）,大学英语青年教师在... 

【文章来源】：沈阳师范大学辽宁省

【文章页数】：92 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
摘要 (Abstract in Chinese)
Abstract
List of Abbreviations
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Significance and Purpose of the Study
    1.3 Organization of the Study
Chapter 2 Literature Review
    2.1 Reflection and Reflective Competence
        2.1.1 Definitions of Reflection
        2.1.2 Structures of Reflection
            2.1.2.1 Types and Methods of Reflection
            2.1.2.2 Levels of Reflection
            2.1.2.3 Content of Reflection
            2.1.2.4 Models of Reflection
            2.1.2.5 Supports and Barriers in Reflection
    2.2 Theoretical Foundation—Constructivism
        2.2.1 Definition of Constructivism
        2.2.2 Concepts of Knowledge, Learning and Learner in Constructivism
        2.2.3 Concept of Teaching in Constructivism
    2.3 Reflection and Constructivism
    2.4 The Study of Reflection at Home and Abroad
        2.4.1 The Study of Reflection Abroad
        2.4.2 The Study of Reflection at Home
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Research Design
        3.2.1 Participants
        3.2.2 Instruments
        3.2.3 Procedures
        3.2.4 Data Collection
Chapter 4 Results and Discussion
    4.1 Results and Discussions of the Questionnaire
        4.1.1 Results and Discussions of Practical Reflection
        4.1.2 Results and Discussions of Reflection of Cognition
        4.1.3 Results and Discussions of Reflection of Affection
        4.1.4 Results and Discussions of Reflection of Metacognition
        4.1.5 Results and Discussions of Critical Reflection
        4.1.6 Results and Discussions of Reflection of Morality
        4.1.7 Results and Discussions of Reflection of Classroom Management
    4.2 Results and Discussions of the Classroom Observations
        4.2.1 Results and Discussions of Jane’s Classroom Observation
        4.2.2 Results and Discussions of Joy’s Classroom Observation
        4.2.3 Results and Discussions of Annie’s Classroom Observation
        4.2.4 Results and Discussions of Dora’s Classroom Observation
        4.2.5 Results and Discussions of Chloe’s Classroom Observation
    4.3 Results and Discussions of the Interviews
        4.3.1 Ways of Reflection
        4.3.2 The Awareness of Reflection
        4.3.3 The Relationship with Students
        4.3.4 The Awareness of Metacognition
        4.3.5 The Critical Spirit in Teaching
        4.3.6 The Establishment of Morality
        4.3.7 The Understanding of Classroom Management
        4.3.8 The Highs and Lows in Reflection
        4.3.9 The Relationship between Reflection and Professional Development
Chapter 5 Conclusion
    5.1 Major Findings of the Study
    5.2 Limitations of the Study
    5.3 Implications of the Study
    5.4 Recommendations for Furthur Study
Bibliography
Appendix 1
Appendix 2
Appendix 3
Resume


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