初中英语教师专业发展中的同伴互助研究

发布时间：2018-06-14 22:37

本文选题：教师同伴互助 + 初中英语教师　；参考：《山东师范大学》2017年硕士论文

【摘要】：随着新一轮基础教育课程改革和素质教育的全面推进,外语教育在目标、原则、内容、方法等方面发生了重大变革,这对中小学英语教师的素质提出了更高的要求。另外,初中教师作为初中学校教学活动的主体以及学生身心发展关键阶段的引路人,其自身素质对于学校有序运行以及学生全面健康发展会产生重要影响。然而,部分初中英语教师的素质并不能满足当前教育需求,因此,如何促进初中英语教师的专业发展成为当前亟待解决的问题。同伴互助作为一种教师培训途径,是在20世纪80年代,由美国学者Showers和Joyce针对当时教师培训的低效性提出的,并将其定义为两个或者多个教师同伴相互信任、一起工作,以协助课堂教学、观察课堂教学、建构教学知识和教学技巧,分享知识和解决问题的过程(JoyceShowers,1988)。实践证明,同伴互助是一种以交流合作来促进教师专业发展的有效途径,对促进教师专业发展大有裨益。但是目前,基于教师专业发展的同伴互助研究还主要停留在宏观理论层面,多集中于对教师同伴互助概念模式的厘清以及实施障碍和宏观影响因素等的分析,缺乏实证研究,缺乏深度剖析。同时,相关研究多集中于高中以及大学教师群体,针对初中英语教师的研究较为匮乏。鉴于此,本研究意欲对初中英语教师专业发展中的同伴互助实施状况进行调查研究。本研究选取山东省安丘市5所初中学校的英语教师为研究对象,以问卷、访谈和观察为研究工具,正式施测共发放90份问卷,回收有效样本71份。所收集数据使用SPSS19.0软件通过描述分析、独立样本t检验以及单因素方差分析等统计方法进行分析。本研究采用定量与定性研究相结合的方法来处理问卷、访谈以及观察数据,探究初中英语教师专业发展中的同伴互助实施状况。笔者意欲探究以下三个问题,以此给国内初中英语教师实施同伴互助、促进专业发展提供建设性的建议:(1)同伴互助在初中英语教师之间的实施现状及其对教师专业发展的影响如何?(2)拥有不同背景变量的初中英语教师在同伴互助实施方面是否存在差异?(3)同伴互助对拥有不同背景变量的初中英语教师专业发展的影响是否存在差异?研究结果表明:首先,目前初中英语教师同伴互助运用情况处于中上程度,其中同伴互助行为方面表现最好,但同伴互助保障略微不足;另外,当前同伴互助对初中英语教师专业发展发挥了重要作用,其中对专业能力作用最大,专业情感最小。其次,不同性别初中英语教师在同伴互助运用方面存在显著差异。最后,同伴互助对不同性别、职称的初中英语教师专业发展所产生的影响存在显著差异。笔者在所研究结果的基础上提出了若干建议,指出了本研究的不足与局限性,并对未来研究提供了参考建议。
[Abstract]:With the new round of basic education curriculum reform and the overall promotion of quality education, foreign language education has undergone major changes in objectives, principles, contents and methods, which has put forward higher requirements for the quality of English teachers in primary and secondary schools. In addition, as the main body of junior high school teaching activities and the guide of the key stage of students' physical and mental development, the teachers' own quality will have an important impact on the orderly operation of the school and the overall healthy development of the students. However, the quality of some junior middle school English teachers can not meet the current educational needs. Therefore, how to promote the professional development of junior middle school English teachers has become an urgent problem. Peer support, as a way to train teachers, was proposed by American scholars Showers and Joyce in the 1980s to address the inefficiency of teacher training at that time, and defined it as two or more teachers' peers who trusted each other and worked together. In order to assist classroom teaching, observe classroom teaching, construct teaching knowledge and teaching skills, share knowledge and solve problems, Joyce Showers1988. Practice has proved that peer mutual assistance is an effective way to promote teachers' professional development through communication and cooperation, which is of great benefit to teachers' professional development. However, at present, the research of peer mutual assistance based on teacher professional development is still mainly on the macro theoretical level, mostly focusing on the clarification of the conceptual model of teacher peer assistance, as well as the analysis of obstacles to implementation and macro factors, etc., and lack of empirical research. Lack of depth analysis. At the same time, most of the related studies focus on high school and university teachers, and the research on junior middle school English teachers is relatively scarce. In view of this, this study intends to investigate the implementation of peer mutual aid in junior middle school English teachers' professional development. This study selected English teachers from 5 junior high schools in Anqiu, Shandong Province as the research object. With questionnaire, interview and observation as the research tool, 90 questionnaires were officially distributed and 71 valid samples were recovered. SPSS 19.0 software was used to analyze the collected data by descriptive analysis, independent sample t-test and single-factor variance analysis. This study adopts a quantitative and qualitative approach to deal with questionnaires, interviews and observation data to explore the implementation of peer mutual assistance in the professional development of junior English teachers. I would like to explore the following three issues, in order to give junior high school English teachers in China to implement peer mutual help, How to implement Peer Mutual Assistance among Junior Middle School English Teachers and its impact on Teachers' Professional Development 2) Junior Middle School English Teachers with different background variables implement Peer Mutual Assistance Are there any differences in the influence of peer support on the professional development of junior high school English teachers with different background variables? The results show that: first of all, at present, the use of peer mutual assistance among English teachers in junior high school is at the middle and upper level, among which peer mutual assistance behavior is the best, but the protection of peer mutual assistance is slightly inadequate; in addition, Peer support plays an important role in the professional development of English teachers in junior high school. Secondly, there are significant differences in the use of peer mutual aid between junior high school English teachers of different genders. Finally, there are significant differences in the professional development of junior middle school English teachers. Based on the research results, the author puts forward some suggestions, points out the shortcomings and limitations of this study, and provides some suggestions for future research.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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