教师隐喻视角下汉中市中学英语教师信念研究

发布时间：2018-05-23 12:31

本文选题：教师隐喻 + 教师信念　；参考：《陕西理工大学》2017年硕士论文

【摘要】：随着时代的发展、中外文化的不断碰撞和教育思想观念的不断革新,国内外学者对教师信念的研究热情不断上升。英语教师信念即是英语教师从意识到行动都坚信的对英语课程、英语教学、学生管理、学生英语学习和评价活动的一种价值判断。教师的教学观、学生观、评价观、教学行为、学生管理、评价行为都会受到自身信念的影响,同时也能反映出新课程改革在英语教师中的推行情况。中外学者研究教师信念的角度多种多样,如个案分析、访谈、问卷调查等。也有学者认为从教师隐喻入手是研究教师信念的良好途径,因为隐喻具有内隐性和认知性,可以暴露教师在一般教育观点陈述和教育行为中体现不出来的教师信念,让教师信念的研究更加深入教师的内心。本研究以教师隐喻为切入点,探讨汉中市中学英语教师信念认识和教师隐喻、教师信念在理论及实践上受新课程改革和新课标理念的影响程度,对汉中市中学英语教师反思和完善自身教师信念与行为有着十分重要的意义。本研究在前人调查研究的基础上,从课程、教学、学生管理、学生学习和评价五个维度编制教师隐喻视角下中学英语教师信念问卷。首先将问卷发放给两位老师做预测并修改后,再在陕西省汉中市七所初高中共发放问卷146份,回收140份,其中有效问卷139份,有效问卷率95.2%。本研究还对其中三名有代表性的中学英语教师进行半结构式访谈及课堂观察研究。在这些调查的基础上,本研究分析了汉中市中学英语教师隐喻与英语教师信念的相关度,分析了英语教师信念与新课标理念的符合程度,分析了英语教师信念与英语教师课堂行为的相关度,反映出当前汉中市中学英语教师信念状况。对调查问卷的分析可知大多数汉中市中学英语教师信念总体与新课标理念一致,但在不同维度上的倾向性不一致。在英语教学和学生管理两个维度上,中学英语教师信念受到考试制度的制约,与新课标理念有所背离。在英语课程、学生英语学习和评价三个维度上,中学英语教师信念与新课标理念基本一致。本研究还分析出教师隐喻在某种程度上与英语教师信念存在相关关系。通过访谈与课堂观察,发现汉中市中学英语教师信念与教师课堂行为基本保持一致。
[Abstract]:With the development of the times, the continuous collision of Chinese and foreign cultures and the innovation of educational ideas, scholars at home and abroad have been increasing their enthusiasm for the research of teachers' beliefs. The belief of English teachers is a kind of value judgment that English teachers believe in English curriculum, English teaching, student management, students' English learning and evaluation activities. Teachers' views on teaching, students, evaluation, teaching behavior, student management and evaluation are all influenced by their own beliefs, and can also reflect the implementation of the new curriculum reform among English teachers. Chinese and foreign scholars study teachers' beliefs from a variety of angles, such as case analysis, interviews, questionnaires and so on. Some scholars think that it is a good way to study teachers' beliefs from the perspective of teachers' metaphor, because metaphor is implicit and cognitive, and it can expose teachers' beliefs which can not be reflected in the statements of general educational viewpoints and educational behaviors. Let the study of teachers' beliefs go deeper into the teachers' hearts. In this study, teachers' metaphors are taken as the starting point to probe into the cognition of English teachers' beliefs and teachers' metaphors in Hanzhong City. In theory and practice, teachers' beliefs are influenced by the new curriculum reform and the idea of new curriculum standards. It is of great significance to reflect on and perfect teachers' beliefs and behaviors in Hanzhong City. On the basis of previous studies, this study compiled a teacher belief questionnaire from the perspectives of curriculum, teaching, student management, students' learning and evaluation from the perspective of teacher metaphor. First, the questionnaire was sent out to two teachers and revised, then 146 questionnaires were sent out in seven middle and high schools in Hanzhong City, Shaanxi Province, and 140 questionnaires were returned, of which 139 were valid questionnaires, and the effective questionnaire rate was 95.22. The study also conducted a semi-structured interview and classroom observation of three typical middle school English teachers. On the basis of these investigations, this study analyzes the correlation between English teachers' metaphors and English teachers' beliefs in Hanzhong City, and analyzes the degree of conformity between English teachers' beliefs and the new curriculum standards. This paper analyzes the correlation between English teachers' beliefs and English teachers' classroom behaviors and reflects the present situation of English teachers' beliefs in Hanzhong City. The analysis of the questionnaire shows that the beliefs of most middle school English teachers in Hanzhong are consistent with the idea of the new curriculum standard, but they are different in different dimensions. In the two dimensions of English teaching and student management, the beliefs of English teachers in middle schools are restricted by the examination system, which deviates from the idea of the new curriculum standard. In the three dimensions of English curriculum, students' English learning and evaluation, the beliefs of middle school English teachers are basically consistent with the new curriculum standard. The present study also analyzes the relationship between teachers' metaphors and English teachers' beliefs to some extent. Through interviews and classroom observation, it is found that the beliefs of middle school English teachers in Hanzhong City are basically consistent with teachers' classroom behavior.
【学位授予单位】：陕西理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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