高中英语教师反思性教学现状的调查研究

发布时间：2018-01-19 10:47

本文关键词： 高中英语反思性教学英语教师　出处：《渤海大学》2017年硕士论文　论文类型：学位论文

【摘要】：自20世纪80年代以来,西方国家兴起了对于反思性教学研究的热潮,我国学者也于本世纪90年代开始对其进行研究,然而当时我国用于教学的研究在很大程度上是以获取语言知识和提高答题正确率为目标。近几年来,随着我国课程改革的不断深入,反思性教学被认为是能够取得实际教学效果并使教师的教学更为主动、专业发展更为积极的一种手段,因此关于反思性教学的研究越来越多。如今,越来越多的教师和研究者探究在高中英语教学中如何贯彻反思性教学。本文旨在调查高中英语教师反思性教学现状,本次研究问题如下:1.教师对于反思意识、反思性教学的策略、反思性教学的内容和影响反思性教学的因素是如何理解的?2.高中英语教师反思教学的情况与其性别、工作年限,学历、职称和所在学校类型是否相关?本次调查研究对象包括81名英语教师分别来自渤大附中,沈阳市第120中学,沈阳市第21中学和沈阳市第40中学。研究数据来自调查问卷和访谈。在数据处理方面用SPSS软件进行数据分析,最后在此基础上进行分析研究。研究结果表明:首先,高中英语教师反思性教学的现状可以从以下四方面来分析:从对反思的认识来看,大部分教师能够意识到反思对于教学的重要意义与作用,但对反思的理解不太全面;从反思性教学的内容来看,大部分教师仅仅关注于教学成果的反思而没有考虑到其它因素;从反思性教学的策略来看,很多教师更愿意课下通过与同事进行交换意见的方式;从反思性教学的影响因素来看,许多教师受主观因素影响较大。其次,教师个人因素对反思性教学的影响显著,不同的性别,教龄,职称,教育背景以及所在学校类型对教师反思性教学具有不同影响。教龄长、学历高和重点学校的教师对于反思的认识更加全面。除此之外,重点学校的老师对于反思性教学的内容理解的更加深刻。并且重点学校和教龄短的老师对于反思性教学的策略运用的更恰当。关于影响反思性教学的因素,女教师受到的影响大于男教师并且职称高的教师不容易受到影响。
[Abstract]:Since 1980s, there has been an upsurge in the research of reflective teaching in western countries, and Chinese scholars began to study it in 90s of this century. However, at that time, the research of teaching in our country aimed to acquire language knowledge and improve the correct rate of answering questions to a great extent. In recent years, with the deepening of curriculum reform in our country. Reflective teaching is considered to be able to achieve practical teaching results and make teachers more active in teaching, professional development more positive means, so there are more and more research on reflective teaching. More and more teachers and researchers are exploring how to implement reflective teaching in high school English teaching. The research question is as follows: 1. How do teachers understand the strategies of reflective teaching, the content of reflective teaching and the factors affecting reflective teaching? 2. Is the reflective teaching of English teachers in senior high school related to their gender, working years, educational background, professional title and the type of school in which they work? The subjects of this study included 81 English teachers from middle school affiliated to Bohai University and the 120th Middle School of Shenyang City. Shenyang No. 21 Middle School and Shenyang No. 40 Middle School. Research data from questionnaires and interviews. Data processing using SPSS software for data analysis. The results show that: first of all, the current situation of reflective teaching of senior English teachers can be analyzed from the following four aspects: from the perspective of reflection. Most teachers can realize the importance and function of reflection in teaching, but their understanding of reflection is not comprehensive. From the content of reflective teaching, most teachers only pay attention to the reflection of teaching results without considering other factors; From the perspective of reflective teaching strategies, many teachers prefer to exchange views with their colleagues. From the perspective of reflective teaching, many teachers are greatly influenced by subjective factors. Secondly, teachers' personal factors have a significant impact on reflective teaching, different gender, teaching years, title. The educational background and the school type have different influences on reflective teaching. Besides, the teachers in the key schools have a more comprehensive understanding of reflection. Teachers in key schools have a deeper understanding of the content of reflective teaching, and the key schools and teachers with short teaching years are more appropriate in the use of reflective teaching strategies. Female teachers are more affected than male teachers and teachers with high titles are not vulnerable.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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