基于合作教学的英语教师专业成长个案研究

发布时间：2018-07-03 15:39

本文选题：合作教学 + 英语教师　；参考：《宁波大学》2017年硕士论文

【摘要】：目前,就国际研究动向而言,“新专业主义”和“同侪互助”成为有效推进教师专业发展的两大理论。它们将目光从以往关注教师的自治和个人发展,转而聚焦于教师发展的同侪互助和合作文化。然而,在我国,受传统文化和学校考核体制的影响,教师之间往往各自为政、互不干涉、恶性竞争,使其难以形成和谐融洽的合作关系。长此以往,孤立的氛围不仅限制着教师的专业发展,而且阻碍了教学改革的深化与推进。本研究从“合作教学”这一新型的教师培养模式着手,通过英语教师合作教学的实施个案,围绕两大问题开展深入研究:第一,英语教师合作教学的实施过程;第二,英语教师在合作教学中发生的变化和取得的专业成长。具体而言,本研究选取N市某职业技术学院公共英语教研室的一个合作教学团队作为研究对象,该团队由三位有着不同教学观念、教学风格和教学经验的英语老师(C老师、Z老师和W老师)组成。研究主要采用观察法、案例分析法和访谈法等对合作教学的全过程进行资料的收集、记录与分析,从而了解英语教师合作教学的目的、内容与形式。之后,运用Clarke和Hollingsworth提出的“专业成长交互模型”,通过对英语教师合作教学前后专业发展状况的对比,从外部领域、个人领域、实践领域和结果领域这四个维度重点探讨了三位英语教师在合作教学过程中所发生的变化和取得的专业成长。研究发现,该英语教师群体的合作呈现良好的发展态势,表现出时空角度的立体、多维的特征。从时间角度而言,合作教学包括课前、课中和课后;从空间角度而言,包括教室、办公室、会议室、咖啡吧等场所。同时,三位处于不同发展阶段,存在不同发展困惑的英语教师通过合作教学,均在外部、实践、结果和个体这四个领域取得了不同程度的发展:1、外部资源的扩充,外部力量的支持,和谐氛围的营造;2、合作教学行动研究的开展,教学模式的创新、教学方法的多样化;3、教学氛围轻松愉快,教学内容丰富充实,学生成绩稳步上升,教学效果明显提升;4、知识库存不断拓展,教学技能快速提升,教学信念逐步转变,教学态度日益明朗。本文希望通过英语教师合作教学的个案研究,为教师专业发展和学校教学改革提供一个新的视角,并通过不断地实践与摸索,完善合作教学模式,促进教师群体持续、健康的成长。
[Abstract]:At present, as far as the international research trends are concerned, "neo-professionalism" and "peer assistance" have become two major theories to promote teachers' professional development effectively. Instead of focusing on teachers' autonomy and personal development, they focus on the culture of peer mutual assistance and cooperation in teacher development. However, under the influence of traditional culture and school assessment system, teachers are often independent, do not interfere in each other, and have vicious competition, which makes it difficult to form a harmonious cooperative relationship. In the long run, the isolated atmosphere not only restricts teachers' professional development, but also hinders the deepening and advancing of teaching reform. From the perspective of "cooperative teaching", a new type of teacher training model, this study focuses on two major issues: first, the implementation process of cooperative teaching for English teachers; and second, the implementation of cooperative teaching for English teachers. The changes and professional development of English teachers in cooperative teaching. Specifically, this study selects a cooperative teaching team from the Public English Teaching and Research Department of a vocational and technical college in N city as the research object. The team consists of three students with different teaching concepts. English teachers with teaching style and experience (teacher C and teacher W). The research mainly uses observation, case analysis and interview to collect, record and analyze the whole process of cooperative teaching, so as to understand the purpose, content and form of cooperative teaching for English teachers. Then, using the interactive model of professional growth proposed by Clarke and Hollingsworth, this paper compares the professional development of English teachers before and after cooperative teaching, from the external field and personal field. The four dimensions of practice domain and result domain focus on the changes and professional development of the three English teachers in the process of cooperative teaching. It is found that the cooperation of this group of English teachers shows a good trend of development, showing the three-dimensional and multidimensional characteristics of the space-time perspective. From the point of view of time, cooperative teaching includes pre-class, in-class and after-class; from a spatial point of view, it includes classrooms, offices, meeting rooms, coffee bars and so on. At the same time, three English teachers who are at different stages of development and have different development puzzles have achieved different degrees of development in the four fields of external teaching, practice, result and individual, and the expansion of external resources. With the support of external forces, the construction of harmonious atmosphere, the development of cooperative teaching action research, the innovation of teaching mode, the diversification of teaching methods, the relaxed and pleasant teaching atmosphere, the rich and substantial teaching contents, the steady rise of students' achievements, The teaching effect is obviously improved, the knowledge stock is expanding, the teaching skill is improving rapidly, the teaching belief is changing step by step, and the teaching attitude is becoming clearer day by day. This paper hopes to provide a new perspective for teachers' professional development and school teaching reform through the case study of English teachers' cooperative teaching, and to improve the cooperative teaching model through continuous practice and exploration, so as to promote the continuity of teachers' groups. Healthy growth.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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