高中英语教师培养学生思维能力的信念及其教学行为的研究

发布时间：2018-05-18 11:43

本文选题：高中英语教师 + 培养学生思维能力的信念　；参考：《四川师范大学》2017年硕士论文

【摘要】：随着英语教育改革的深化,学生思维能力的培养日益成为高中课程改革的热点话题。教师培养学生思维能力的信念及其教学行为对学生思维能力的培养有着举足轻重的作用。因此,本研究采用定性研究,以教师信念和教学行为的研究为基础,旨在进一步探索高中英语教师培养学生思维能力的信念特点,分析其信念的影响因素,及其与教学行为的关系。本研究采用半结构化采访(前期采访和后期采访)和课堂观察的研究方法,对四川省成都市第十二中学的五位高中英语教师培养学生思维能力的信念和教学行为进行研究。研究揭示了高中英语教师培养学生思维能力信念的特点:持久性、重构性和再生性。同时,总结出影响高中英语教师培养学生思维能力的信念的因素由两个维度构成:情境性维度(包括微观:高中英语教师的英语教学观的理论知识等;中观:高中英语教师的学生、同事以及学校方针的影响;宏观:国家教育方针和英语课程标准的影响)和纵向历时维度(动态的教学行为的时空变化促使高中英语教师培养学生思维能力的信念不断建构)。最后,研究总结出高中英语教师培养学生思维能力的信念及其教学行为间的关系不是简单的一致性或不一致性,而是在统一性与差异性的矛盾体中相互构建的关系。本研究结合新课程标准中思维品质的培养,对高中英语教师培养学生思维能力的信念及其教学行为做进一步的探索,力图增强高中英语教师培养学生思维能力的信念,并将培养学生思维能力的信念付诸实践。
[Abstract]:With the deepening of English education reform, the cultivation of students' thinking ability has become a hot topic in high school curriculum reform. Teachers' belief in cultivating students' thinking ability and their teaching behavior play an important role in the cultivation of students' thinking ability. Therefore, based on the research of teachers' beliefs and teaching behaviors, this study adopts qualitative research to further explore the characteristics of high school English teachers' belief in cultivating students' thinking ability, and to analyze the influencing factors of their beliefs. And its relationship with teaching behavior. This study uses semi-structured interviews (pre-interview and post-interview) and classroom observation to study the beliefs and teaching behaviors of five senior English teachers in Chengdu No. 12 Middle School in Sichuan Province to cultivate students' thinking ability. The study reveals the characteristics of high school English teachers in cultivating students' thinking ability and belief: persistence, reconstruction and regeneration. At the same time, it concludes that the factors that affect the beliefs of senior high school English teachers in cultivating students' thinking ability are composed of two dimensions: situational dimension (including microscopic: theoretical knowledge of English teaching view of senior high school English teachers, etc.) Meso: the influence of high school English teachers' students, colleagues and school policies; Macroscopical: the influence of national educational policy and English curriculum standard) and vertical diachronic dimension (the dynamic time and space change of teaching behavior promote the high school English teachers' belief of cultivating students' thinking ability to construct constantly). Finally, the study concludes that the relationship between the beliefs of senior English teachers in cultivating students' thinking ability and their teaching behaviors is not simple consistency or inconsistency, but is based on the contradiction between unity and difference. Combining with the cultivation of thinking quality in the new curriculum standard, this study makes further exploration on the belief and teaching behavior of high school English teachers in cultivating students' thinking ability, in order to strengthen the belief of high school English teachers in cultivating students' thinking ability. In addition, the belief of cultivating students' thinking ability is put into practice.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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