初中英语反思性教学调查研究

发布时间：2018-03-20 06:50

本文选题：反思性教学　切入点：初中　出处：《广西师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：近年来,随着经济的飞速发展,社会对所需人才提出了更高的要求,特别是在世界经济的全球化和现代化的背景下,英语在我国的地位越来越重要。随着国际上对反思性教学研究的进一步发展,国内也有很多学者对反思性教学进行了不少有益的探索,反思性教学就是教学主体借助行动研究不断探索和解决自身和教学目的以及教学工具等方而的问题,将“学会教学”与“学会学习”统一起来,努力提升教学实践的合理性从而使自己成为学者型教师的过程。反思性教学以探究和解决教学问题为基本点,教师重点解决教学中存在的问题,并在解决问题的过程中使教学过程更优化,从而取得更好的教学效益。本研究以问卷调查和访谈为主要手段,以50名英语老师为研究对象,初中英语教师的反思性教学现状的调查问卷根据李斑斑和徐锦芬的中国高校教师反思量表构建的基础上稍作修改而成,该问卷包含六个维度:实践、认知、情感、批判、道德和课堂管理。本研究关注的三个研究问题为:(1)初中英语教师反思性教学状况如何?(2)以及影响此次调查老师们反思的因素?(3)反思性教学对于所调查教师专业化发展的效果如何?通过分析问卷数据和访谈信息,发现初中英语老师的整体反思性教学现状比较乐观的,他们都进行了不同程度的反思。在六个维度中,在教龄、道德和课堂管理方面的反思是最多的。而在认知、批判和情感方面的反思程度一般,尤其在开展教学研究方面比较弱。而实践方面的反思是最少的,他们不太愿意用笔头的方式进行反思。造成这样的现状是有多个方面的因素引起的,首先年龄、教龄、学历和课时四个方面都会产生影响,此外时间、老师们的认知以及反思的效果也有很大的关系。教师反思性现状好的是年龄在30到40岁之间,教龄在10年以上的,学历是专科和硕士的老师以及课时在6节课时的。很多老师认为备课上课没有足够的时间去反思,另外他们认识不到反思的重要性,认为反思无用。最后他们认为反思后在短时间内并不能看到明显的效果,所以很少反思。但是,初中英语老师们在进行反思后,相应的提高了解决教学中存在问题的能力,也提高了教学质量,从而自身得到了发展,促进了自身的专业化发展。
[Abstract]:In recent years, with the rapid development of economy, the society has put forward higher requirements for the talents needed, especially in the context of the globalization and modernization of the world economy. English is becoming more and more important in our country. With the further development of reflective teaching research in the world, many domestic scholars have made a lot of useful explorations on reflective teaching. Reflective teaching is that the main body of teaching constantly explores and solves the problems of itself and teaching purpose and teaching tools by means of action research, and unifies "learning to teach" and "learning to learn". In order to improve the rationality of teaching practice so as to make oneself become a scholarly teacher, reflective teaching takes inquiry and solution of teaching problems as the basic point, and teachers focus on solving the problems existing in teaching. In the process of solving the problem, the teaching process is optimized so as to achieve better teaching benefits. The present study takes questionnaire and interview as the main means and 50 English teachers as the research objects. The questionnaire of reflective teaching status of English teachers in junior high school is based on Li Zen and Xu Jinfen's reflective scale of Chinese college teachers. The questionnaire includes six dimensions: practice, cognition, emotion, criticism, etc. Moral and classroom Management. What are the reflective teaching conditions of English teachers in junior high school? 2) and the factors that affect the teachers' reflection in this survey? What is the effect of reflective teaching on the professional development of teachers investigated? Through the analysis of questionnaire data and interview information, it is found that the overall reflective teaching situation of junior middle school English teachers is optimistic, and they all reflect on it to varying degrees. Moral and classroom management is the most reflective. But in cognitive, critical and emotional aspects of reflection is generally, especially in the development of teaching and research, while the practice of reflection is the least, They are reluctant to reflect on it in a written way. There are many factors that cause such a situation. First of all, age, seniority, academic qualifications and class hours will all have an impact, in addition to time. Teachers' perceptions and the effects of reflection also have a lot to do with it. Teachers who have a good reflective status quo are between 30 and 40 years of age, teaching for more than 10 years. Many teachers think that there is not enough time to reflect on the preparation of classes, and they do not realize the importance of reflection. In the end, they think that reflection can not be seen in a short period of time, so they seldom reflect. However, after reflection, the English teachers in junior high school improve their ability to solve the problems in teaching. Also improve the quality of teaching, so that they have been developed, to promote their own professional development.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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