Understanding Modelling Approach in RICH Education
发布时间：2020-12-14 13:25
职前教师教育的质量问题一直是国内外相关学者所长期关注的。随着教师专业化的进一步推行和新课改的全面展开,职前教师教育(师范教育)中传统教学途径的弊端日渐凸显,改变职前教师教育的落后状况,引入行之有效的教学方法的呼声不容忽视。“示范”(modelling)作为一种教学方法,在以往的相关研究中并未受到充分的重视。然而,随着职前教师教育研究的深入,越来越多的学者将这一方法运用到教学中去。“示范”被认为是职前教师教育的有效途径,它的重要性亦日益显现。本文旨在探索在某师范大学外国语学院英语专业的RICH教育之下:1)“示范”这一教学方法有何特征;2)“示范”教学在哪些方面、何种程度上提高职前教师教育的质量。本研究在一年级综合英语课上进行,研究对象是英本0705班和RICH课程改革群体的核心成员、该科任课教师Haifen。本研究所采用的研究方法有叙事研究(Narrative inquiry)、个案研究(Case study method)、观察法和采访等等。所收集的数据时间上为一个学期,数据形式有班级录音、现场笔记、学生的PPT课件和学习档案、采访对话录音,以及其他研究者的相关著作等。在对这些数据的...
【文章来源】：浙江师范大学浙江省
【文章页数】：86 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Table of Contents
Chapter One Introduction
1.1 The origin of the study
1.2 Aim and the rational for the study
1.3 The structure of the thesis
Chapter Two Literature Review
2.1 Introduction
2.2 Status quo of pre-service English teacher education in China
2.3 Searching for effective teacher education in the West
2.4 Modelling approach
2.4.1 Theoretical basis of modelling
2.4.2 Goals of modelling
2.4.3 Relevant researches about modelling
2.5 RICH education
2.5.1 A brief introduction of RICH education
2.5.2 Defining modelling in RICH education
Chapter Three Methodology
3.1 Research setting
3.3 Participants
3.4 Research methods
3.4.1 Case study
3.4.2 Narrative inquiry
3.5 Data collection
3.6 Data analysis
Chapter Four Results of Narrative Inquiry
Scenario 1 "Teach us what you have learned"
Scenario 2 "Developing curriculum resources---we do it naturally"
Scenario 3 "I believe you have developed the ability to assess other's work"
Scenario 4 "Interaction with students is important"
Chapter Five Analysis and Discussion
5.1 Introduction
5.2 The features of modelling in RICH education
5.2.1 Learning embedded in experience
5.2.2 Making pre-service teachers central to the learning process
5.2.3 Enhancing learning about teaching through reflection
5.2.4 Facilitating the translation to the pre-service teachers' own practices
5.3 The impact of modelling on pre-service English teacher education
5.3.1 Pre-service teachers as curriculum resources developers
5.3.2 Pre-service teachers as communicators
5.3.3 Pre-service teachers as evaluators
5.3.4 Pre-service teachers as reflective learners
5.4 Summary
5.5 Some implications
Chapter Six Conclusion
References
Appendices
Appendix 1 Fangfang teaches subjunctive mood
Appendix 2 Data from a conversation with a student after presentation
Appendix 3 Students' comments on others' portfolios
Appendix 4 Conversation between Haifen and students after the presentation
Appendix 5 在读期间发表的论文
【参考文献】：
期刊论文
[1]RICH教学中的探究式教学理念及其实现[J]. 胡美馨. 哈尔滨学院学报. 2005(12)
[2]英语师范生的专业成长:3DR课程实验总结[J]. 王蓉,韩刚. 海南师范学院学报(社会科学版). 2005(01)
[3]英语师范生教师教育课程改革:"3DR"课程方案[J]. 韩刚,李庆. 海南师范学院学报(社会科学版). 2005(01)
[4]RICH教学学生学习档案评估模式研究[J]. 黄爱凤. 浙江师范大学学报. 2004(01)
[5]探讨大学专业英语学生综合素质培养模式——RICH教学介绍和研究[J]. 黄爱凤,胡美馨. 山东外语教学. 2003(05)
[6]关于教师的叙事研究[J]. 王枬. 全球教育展望. 2003(04)
[7]RICH教学法与传统教学法学生学习态度等若干问题的对比研究[J]. 黄爱凤. 北京第二外国语学院学报. 2002(02)
[8]RICH教学模式——师范英语专业综合英语课改革探索[J]. 黄爱凤,郑志恋,胡美馨. 国外外语教学. 2000(02)
硕士论文
[1]英语教师话语的互动特征分析[D]. 管秀梅.南京师范大学 2007
本文编号：2916479
【文章来源】：浙江师范大学浙江省
【文章页数】：86 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Table of Contents
Chapter One Introduction
1.1 The origin of the study
1.2 Aim and the rational for the study
1.3 The structure of the thesis
Chapter Two Literature Review
2.1 Introduction
2.2 Status quo of pre-service English teacher education in China
2.3 Searching for effective teacher education in the West
2.4 Modelling approach
2.4.1 Theoretical basis of modelling
2.4.2 Goals of modelling
2.4.3 Relevant researches about modelling
2.5 RICH education
2.5.1 A brief introduction of RICH education
2.5.2 Defining modelling in RICH education
Chapter Three Methodology
3.1 Research setting
3.3 Participants
3.4 Research methods
3.4.1 Case study
3.4.2 Narrative inquiry
3.5 Data collection
3.6 Data analysis
Chapter Four Results of Narrative Inquiry
Scenario 1 "Teach us what you have learned"
Scenario 2 "Developing curriculum resources---we do it naturally"
Scenario 3 "I believe you have developed the ability to assess other's work"
Scenario 4 "Interaction with students is important"
Chapter Five Analysis and Discussion
5.1 Introduction
5.2 The features of modelling in RICH education
5.2.1 Learning embedded in experience
5.2.2 Making pre-service teachers central to the learning process
5.2.3 Enhancing learning about teaching through reflection
5.2.4 Facilitating the translation to the pre-service teachers' own practices
5.3 The impact of modelling on pre-service English teacher education
5.3.1 Pre-service teachers as curriculum resources developers
5.3.2 Pre-service teachers as communicators
5.3.3 Pre-service teachers as evaluators
5.3.4 Pre-service teachers as reflective learners
5.4 Summary
5.5 Some implications
Chapter Six Conclusion
References
Appendices
Appendix 1 Fangfang teaches subjunctive mood
Appendix 2 Data from a conversation with a student after presentation
Appendix 3 Students' comments on others' portfolios
Appendix 4 Conversation between Haifen and students after the presentation
Appendix 5 在读期间发表的论文
【参考文献】：
期刊论文
[1]RICH教学中的探究式教学理念及其实现[J]. 胡美馨. 哈尔滨学院学报. 2005(12)
[2]英语师范生的专业成长:3DR课程实验总结[J]. 王蓉,韩刚. 海南师范学院学报(社会科学版). 2005(01)
[3]英语师范生教师教育课程改革:"3DR"课程方案[J]. 韩刚,李庆. 海南师范学院学报(社会科学版). 2005(01)
[4]RICH教学学生学习档案评估模式研究[J]. 黄爱凤. 浙江师范大学学报. 2004(01)
[5]探讨大学专业英语学生综合素质培养模式——RICH教学介绍和研究[J]. 黄爱凤,胡美馨. 山东外语教学. 2003(05)
[6]关于教师的叙事研究[J]. 王枬. 全球教育展望. 2003(04)
[7]RICH教学法与传统教学法学生学习态度等若干问题的对比研究[J]. 黄爱凤. 北京第二外国语学院学报. 2002(02)
[8]RICH教学模式——师范英语专业综合英语课改革探索[J]. 黄爱凤,郑志恋,胡美馨. 国外外语教学. 2000(02)
硕士论文
[1]英语教师话语的互动特征分析[D]. 管秀梅.南京师范大学 2007
本文编号：2916479
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