反思式外语教师培训的效果研究

发布时间：2021-05-31 15:42

　　反思的理念在世界各地的教师教育中已得到广泛认可和应用。进入九十年代以来，外语教育界的学者们也越来越认识到教师的隐性知识和反思在教师教育中的重要性。然而，从教师隐性知识与反思的角度去研究外语教师培训效果的研究却寥寥无几。因此，笔者尝试对在广东省内实施的一次从培训教材的编写到培训过程都带有明显反思模式特点的小学英语在职教师培训进行效果研究。 本文通过受训教师达到培训目标的程度来研究该次培训效果。根据Richards（1990，1998），Freeman & Johnson（1998），Johnson & Golombek（2002）对教师知识的论述和Dewey（1910），Sch（?）n（1983，1987），Bartlett（1990），Wallace（1991），Jarvis（1992）和Ur（1992，1996）对反思、对反思模式外语教师培训以及反思特点的描述，教师在教学过程中是基于自己的隐性知识和实际情况作出教学决策的，教师培训要以帮助教师通过反思更新自己的隐性知识、发展反思能力为目标。教师表现出来的反思特点越明显，证明教师将培训内容的这种外部知识变为自己隐性... 

【文章来源】：华南师范大学广东省 211工程院校

【文章页数】：121 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract (English)
Abstract (Chinese)
Meaning of the Abbreviation Words
Chapter One Introduction
    1.1 A Brief Introduction of the Background of the Study
    1.2 Rationale
    1.3 Research Question
    1.4 Contents of the Thesis
Chapter Two Literature Review
    2.1 Reflection
        2.1.1 Reflection
        2.1.2 Reflective Teaching
        2.1.3 Empirical Studies of Reflective Teaching
        2.1.4 Reflective Model of Language Teacher Education
    2.2 Second/Foreign Language Teacher education
        2.2.1 Some Basic C(?)ncepts about Foreign/Second Language Teacher Education
        2.2.2 Historical Survey of Second/Foreign Language Teacher Education
            2.2.2.1 Prior to the Mid-1970s
            2.2.2.2 From the Mid-1970s to the Mid-1980s
            2.2.2.3 From the Late 1980s
        2.2.3 Previous Studies of the Knowledge Base for Second/Foreign Language Teacher Education
        2.2.4 Previous Studies of INSET Courses and Other Language Teacher Education Programs
    2.3 Comments on the Previous Studies
        2.3.1 Comments on the Previous Studies of Reflection and Reflective Teaching
        2.3.2 Comments on the Previous Studies of Second/Foreign Language Teacher Education
            2.3.2.1 What Kind of Knowledge Should We Include in Foreign Language Teacher Education Programs?
            2.3.2.2 Teachers' Implicit Knowledge and Reflection
            2.3.2.3 Comments on Previous Studies of INSET Courses and Other Language Teacher Education Programs
        2.3.3 New Framework to Evaluate the Impact of the INSET Course
Chapter Three Context of the Study
    3.1 PETT: the INSET Course
        3.1.1 Background of the Course
        3.1.2 Overall Course Aims and Contents of the Course
        3.1.3 The Trainer
        3.1.4 Opportunities in the Course to Promote Reflection
            3.1.4.1 Course Design
            3.1.4.2 Trainer Skills
            3.1.4.3 Journal Writing
    3.2 Informants
    3.3 Reflective Features of the Course
Chapter Four Research Methods and Procedures
    4.1 Research Question
    4.2 Research Methods of the Present Study
        4.2.1 Research Methods of the Present Study
            4.2.1.1 Case Study
            4.2.1.2 Questionnaire
            4.2.1.3 Learning Journals
            4.2.1.4 Ethnography
            4.2.1.5 Grounded Theory Study
        4.2.2 Validity of the Study
    4.3 Procedures of Analyzing the Data
        4.3.1 Analyzing the questionnaire
        4.3.2 Analyzing the Learning Journals of the Trainee
        4.3.3 Analyzing the Observation Notes
        4.3.4 Comparing Results From Different Sources
Chapter Five Results and Discussion
    5.1 Description and Discussion of the Results of the Questionnaire
        5.1.1 Description and Discussion of the Results of Questionnaire One on Day One
        5.1.2 Description and Discussion of the Results of Questionnaire Two on Day 15
        5.1.3 Conclusions
    5.2 Description and Discussion of the Results of the Learning Journals
        5.2.1 Summary of the journal entries
        5.2.2 Discussions and Analysis
            5.2.2.1 Were the Trainees Engaged in Critical Reflection?
            5.2.2.2 The Link Between Training and Reflectivity
        5.2.3 Conclusions
    5.3 Description and Discussion of Results of the Trying-out Session
        5.3.1 Generalizations About Each Trainee
        5.3.2 Generalizations About the Whole Class
        5.3.3 Comparisons Among the Trainees
        5.3.4 Conclusions
    5.4 Comparison of the Results
        5.4.1 Comparison of Findings From Different Sources About the Whole Class
        5.4.2 Comparison of Findings From Different Sources About Each Trainee
Chapter Six Conclusion and Implication
    6.1 Conclusion
    6.2 Implication
    6.3 Limitation of the Study
Bibliography
Appendices
    Appendix 1: Course Topics and Time Table
    Appendix 2: Task Sheet From the Course
    Appendix 3: A Model For Trainees to Write a Diary
    Appendix 4: The First Framework to Categorize the Journals
    Appendix 5: A Copy of an Entry from Trainee 9 With My Marking On It
    Appendix 6: A Copy of the Observation Notes Made about T19's Trying Out


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