建构主义视野下我国英语教师专业发展的研究

发布时间：2021-03-21 05:41

　　语言教学领域长期把语言熟练程度作为教师的评判标准,故此传统语言教师的教育和发展主要侧重从语言角度来突出语言教师的特性,忽视了作为教师所具备的共性。本文试图打破传统的单纯语言理论和语言学控制论第二语言教师（在我国主要指英语教师）发展局面,在建构主义视野下来阐述我国英语教师专业发展问题,从而确立英语教师专业发展的主体地位,实现语言教师专业上的自主、持续发展。本论文首先阐述选择英语教师专业发展来做研究的原因,以及研究的意义和研究思路,建构主义是本文研究的视野,所以对建构主义的定义,基本特征和基本理论进行了详细的阐述,同时也提出了英语教师专业发展这一概念,内涵以及国内外的研究现状；在本论文的实证研究中详细地阐述了实证研究的目的,方法和意义,并且通过问卷和访谈来作为此次实证研究的工具。通过问卷调查九江学院100名英语老师,力图达到客观的实证研究结果,并把数据分析结果以图表形式直观的展示出来；通过客观的数据分析,对于英语教师专业发展中存在的问题已经有所掌握,主要包括英语教师入职前培养阶段存在的问题、英语教师在职初期培养存在的问题和英语教师在职发展存在的问题。在建构主义理论指导下,本文详细分析英语教... 

【文章来源】：华中师范大学湖北省 211工程院校 教育部直属院校

【文章页数】：53 页

【学位级别】：硕士

【文章目录】：
Acknowledgement
摘要
Abstract
1. Introduction
    1.1 The Purpose of Studying English Teachers' Professional Development
    1.2 The Research Significance of This Study
    1.3 The Structure of the Paper
2. Literature Review
    2.1 Constructivism
        2.1.1 Definition of Constructivism
        2.1.2 The Basic Connotations of Constructivism
        2.1.3 The Basic Points of Constructivism
    2.2 English Teacher's Professional Development
        2.2.1 The Concepts of English Teachers' Professional Development
        2.2.2 The Contents of English Teachers' Professional Development
        2.2.3 Reflects of English Teachers' Professional Development
        2.2.4 The Evaluations of English Teachers' Professional Development
    2.3 Domestic and Abroad Research Status
        2.3.1 Domestic Research Status
        2.3.2 Abroad Research Status
3. An Empirical Study
    3.1 Research Purpose
    3.2 Research Instruments
    3.3 Research Method
    3.4 Research Hypothesis and Questions
        3.4.1 Research Hypothesis
        3.4.2 Research Questions
    3.5 Data Analysis
        3.5.1 The Analysis of Questionnaires
        3.5.2 The Analysis of Interviews
4. English Teachers' Development from the Perspective of Constructivism
    4.1 The Contents of English Teachers' Development from the Perspective of Constructivism
        4.1.1 Basic knowledge of Second language Teaching
        4.1.2 The Knowledge of English Teacher Professional Development
        4.1.3 English teachers' professioral development consciousness
    4.2 Principles of English Teachers' Professional Development from the Perspective of Constructivism
        4.2.1 The Teacher Center Principle
        4.2.2 Reflection and Inquiry Principles
        4.2.3 Teacher's Cooperative Principle
    4.3 English Teachers' Professional Development Practices from the Perspective of the Constructivism
        4.3.1 The professional development mechanism of the pre-service English teacher
        4.3.2 Initial English Teacher Professional Development Strategy from the Perspective of Constructivism
        4.3.3 The Development Strategy of English Teachers' In-service Phases from the Perspective of Constructivism
        4.3.4 The Channels of In-service Englsh Teachers' Development from the Perspective of Constructivism
5. Conclusion
    5.1 Implications and Suggestions
        5.1.1 Self Monitoring
        5.1.2 Teachers' Mutual Aid Group
        5.1.3 Teaching Diary
        5.1.4 The Teacher's Mutual Aid of Visiting Each Other's Lesson
    5.2 Summary of the Research
Bibliography
Appendix Ⅰ
Appendix Ⅱ



本文编号：3092438