教育实习对英语教育硕士教学观的影响研究

发布时间：2018-06-27 03:48

本文选题：教学观 + 职前教育实习　；参考：《华中师范大学》2017年硕士论文

【摘要】：教学观是指教师在教学实践中形成的对教学活动的认识和看法。教学观是一种动态的概念,是在理论和实践不断碰撞的过程中发展变化的。它将直接影响教师教学过程以及学生学习成果。教育硕士作为职前教师的一部分,是教师的特殊群体。他们的教学观的形成一部分来自于在校期间的理论学习和授课教师的影响。另一部分就会受到教学实践的影响改变。随着国内外相关研究的不断地深入,研究者已经从单纯的观念的研究逐渐发展到行为上,但已有的研究成果主要是单向地集中于教学观念对教学行为的影响。基于这个现状,本研究试图从另一个视角即行为对观念的作用,来探究教育实习对英语教育硕士的教学观念的影响。以及背后的原因。旨在思考为了更好的职业发展,教育硕士在成为新手教师前如何形成符合教育现状的教学观念。本研究围绕这个主题提出了提出了三个具体的研究问题:1.实习结束后,英语教育硕士的教学观是否发生了变化?2.如果发生了变化,它们是如何变化的?3.影响英语教育硕士教学观发生变化的因素有什么?为了探究这3个问题,此次研究以武汉市重点大学的2015级学科教学(英语)专业的44名硕士研究生为对象。采用了调查问卷,访谈这两个研究工具,并且收集了教育硕士的实习日志来进行资料补充。首先44名参加实习的教育硕士在实习前和实习结束后全部参与了问卷调查。所得到的数据采用SPSS进行分析。为了进一步探究促成教学观发生变化的因素,研究者采用了访谈以及整理被研究者的实习日志的方法来了解真实的教学实践对英语教育硕士的影响。研究发现:教育实习对英语教育硕士的教学观念的确产生了一定的影响。积极与消极的影响是共存的,这也使得教育硕士在实习结束后形成了一种折中的教学观念。不同于实习前完他们全认可先进的教学观,排斥传统的教学观念,在实习结束后一些传统的教学观念也被接受。这种折中的教学观具体表现为:在应试教育的背景下,培养学生的交际能力并不能彻底的被实现,但无论是在什么样的教育环境下,情感目标都应该被重视;语法翻译法也应辅助其他的教学方法;在课堂中心方面,以教师为中心的教学模式仍有必要存在。这些变化发生的原因主要来自于实习学校,指导教师,实习学校所教学生,以及教育硕士所接受的在校教育四个方面。不同实习学校的教学环境和理念,指导教师的示范性作用,学生的水平与需求等都会对教育硕士在校期间形成的教学观念进行重塑。基于研究结果,本文最后对于英语教育硕士在职前形成科学的教学观提出了一定的建议:职前实习应被不断地重视,这有助于教育硕士基于实践反思已有的教学观念;教育硕士应该加强相应的教学改革的了解和学习,这有利于不断消除教育硕士理论学习与实际教学发展趋势的脱节;教育硕士也要重视在实习过程中在遇到困惑与思想冲突的时候的反思。
[Abstract]:The concept of teaching refers to the understanding and view of teaching activities formed by teachers in the practice of teaching. The concept of teaching is a dynamic concept and is developed and changed in the process of continuous collision between theory and practice. It will directly affect the teaching process and the achievement of the students. The master of Education is part of the pre service teacher and the special teacher. The group. The formation of their teaching concept comes from the influence of theoretical study and teaching teachers during the period of school. The other part will be influenced by the influence of teaching practice. With the deepening of relevant research at home and abroad, the researchers have gradually developed from the study of simple ideas to behavior, but the existing research results are main. Based on the present situation, this study tries to explore the influence of educational practice on the teaching concept of master of English education from another perspective, that is, the effect of behavior on ideas, and the reasons behind it. The purpose of this study is to think for a better career development, and the master of Education is a new teacher. Three specific research questions are put forward around this topic: 1., after the end of the internship, does the teaching concept of master of master of English have changed? 2. how do they change if changes have taken place? 3. the reasons for the change in the teaching concept of master of master of English Education What is it? In order to explore these 3 questions, the study took 44 graduate students of the 2015 level subject teaching (English) major of the Wuhan key university. The questionnaire was used, the two research tools were interviewed, and the postgraduate student journal of the master of education was collected to supplement the data. The first 44 master of education for the internship was the master of education. In order to further explore the factors contributing to the change in the teaching concept, the researcher adopted the interview and the method of arranging the intern log of the researchers to understand the influence of real teaching practice on the master of English education. Education practice has a certain influence on the teaching concept of master of English education. The positive and negative effects coexist, which also makes the master of education formed a compromise teaching idea after the end of the internship. Some traditional ideas of teaching are also accepted. The eclectic view of teaching is that, under the background of examination oriented education, the training of students' communicative competence is not completely realized. However, in whatever educational environment, the emotional goals should be paid attention to; the grammar translation method should also assist other teaching methods; The teacher centered teaching mode still needs to exist in the heart. The reasons are mainly from the practice schools, the instructors, the students in the practice school, and the four aspects of the education accepted by the master of education. The teaching environment and ideas of different practice schools, the demonstrative role of the teachers and the level of the students. On the basis of the research results, this paper puts forward some suggestions on the formation of a scientific concept of teaching for master of English education before the job of the master of Education: the pre service practice should be paid more attention to, which helps the teachers to reflect on the existing teaching ideas based on the practice; The scholar should strengthen the understanding and study of the corresponding teaching reform, which is beneficial to the continuous elimination of the disjunction between the theoretical study of the master of education and the development trend of the actual teaching; and the master of education should also pay attention to the reflection of the confusion and the conflict of thought during the process of practice.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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