基于项目学习共同体的大学英语教师合作学习研究

发布时间：2018-01-06 02:15

本文关键词：基于项目学习共同体的大学英语教师合作学习研究　出处：《湖南大学》2016年硕士论文　论文类型：学位论文

【摘要】：随着《大学英语教学指南》(2014)征求意见稿的发布,大学英语教学改革正在各大高校如火如荼地进行。《指南》指出,教育大计,教师为本。教师的素质、水平和能力是影响教学质量的关键因素,因而也对大学英语教师提出了更高的要求。本《指南》要求大学英语教师通过不断学习和主动参与教学改革作为教师自身发展的重要途径,并在学院和同事的支持和激励下实现团队的共同发展和个人自我价值的提升。因此,加入项目学习共同体,成为了大学英语教师实现专业发展和个人价值的一种新趋势。本篇论文立足于大学英语教学改革大背景,以H.大学编写教材,成立教材编写小组为实例,意图探讨基于项目学习共同体下的大学英语教师合作学习,以及其对教师专业发展的影响。本篇论文致力于探讨两个问题：其一,教师合作学习是否真实存在于基于项目的学习共同体中?如果存在,又有多少种范畴和形式的合作学习?其二,教师合作学习是否在基于项目的学习共同体中得到频繁使用?如果是,又对教师专业发展有何影响?为了探究这两个问题,本文采用质性研究方法,以教材编写者为研究对象,研究工具有：小组会议、qq聊天和线下交谈。通过多种方式对基于项目的学习共同体中的合作学习进行研究。运用归纳分析法,对由13位大学英语教师组成的教材编写讨论组中历时两年的qq聊天纪录进行主题确认和分类。研究发现：1)合作学习确实真实存在于项目学习共同体中,且存在四种范畴的合作学习(联合合作学习,并行合作学习,偶然合作学习,隐蔽合作学习)和八种形式的合作学习(情感交流、任务分配、信息交流、活跃气氛、分享知识、政策制定、寻求帮助和提供帮助、其他形式)。2)合作学习频繁地被大学英语教师所采用,对教师专业发展的三个维度即：教师影响领域、教师能力和教师行动范围都产生了重要的影响。本篇论文同时也对本次研究的影响及其局限性进行了讨论,并对未来研究提供了一些可行性建议。
[Abstract]:With the publication of the draft of the "Guide to College English Teaching" (2014), the reform of college English teaching is being carried out in full swing. The quality, level and ability of teachers are the key factors affecting the quality of teaching. This guide requires college English teachers to take part in the teaching reform through continuous learning and active participation as an important way for teachers to develop themselves. And with the support and encouragement of the college and colleagues to achieve the common development of the team and personal self-worth. Therefore, join the project learning community. It has become a new trend for college English teachers to realize their professional development and personal value. This thesis is based on the background of college English teaching reform. This paper intends to explore the cooperative learning of college English teachers under the project-based learning community and its impact on the professional development of teachers. Does teacher cooperative learning really exist in the project-based learning community? If so, how many categories and forms of cooperative learning are there? Secondly, is teacher cooperative learning frequently used in the project-based learning community? If so, what is the impact on the professional development of teachers? In order to explore these two problems, this paper adopts qualitative research methods, and takes the textbook writers as the research object. The research tools include: group meetings. QQ chat and offline conversation. Through a variety of ways to study cooperative learning in the project-based learning community. Use inductive analysis. This paper confirms and classifies the two-year QQ chat records in the textbook writing discussion group composed of 13 college English teachers. The study finds that the cooperative learning really exists in the project learning community. And there are four categories of cooperative learning (joint cooperative learning, parallel cooperative learning, accidental cooperative learning, covert cooperative learning) and eight forms of cooperative learning (emotional communication, task assignment, information exchange). Active atmosphere, sharing of knowledge, policy making, seeking and providing help, other forms of cooperative learning are frequently used by college English teachers. The three dimensions of teachers' professional development, namely, the field of teachers' influence, the teachers' ability and the scope of teachers' action, have an important impact on the teachers' professional development. At the same time, this paper also discusses the impact of this study and its limitations. Some feasible suggestions are provided for the future research.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H319.3

【相似文献】