中学英语教师自我观察式反思能力的调查与分析研究
发布时间：2018-09-04 09:41
【摘要】：我国一直把教育发展放在优先发展的战略地位部署上,坚持教育优先不动摇,坚持科学发展和人才培养。教师发展作为教育发展的关键与焦点,近年来被不断赋予广泛认同和关注,而反思作为教师的一项重要认知和能力,在教师自我发展的过程中被视为是核心主题和国际化潮流,它不仅在帮助教师提升教学能力、促进有效教学方面有益,更是发展为研究型教师和专家型教师的基础,成为推动教育改革和课程改革发展的动力。本研究中,作者将教学反思能力界定为教师在教学活动过程中,把教师自我、教学活动和教学环境作为意识的对象,通过观察、回顾的方式开展检查、反馈和评价的能力。教师根据课堂观察获得的信息和资源对自己教学进行反思和反馈,这种自我观察式的反思形式是衡量教师反思能力的一种途径。作者希望通过研究国内外有关教育反思相关理论的基础上,经实证调查,把教师在教学活动结束后对课堂教学的自我观察作为数据调查的来源,分析中学英语教师的反思情况,并剖析影响教师不同反思情况的因素。本研究采用调查法,研究对象为包头市四所普通中学的英语教师,通过问卷调查开展研究。数据分析表明,总体而言,中学英语教师的反思能力较好。反思的内容涉及课堂教学过程的各个方面,尤其在对教学环境方面的反思相对集中,其次是对教师个人方面,在教学活动方面的反思稍有欠缺。不同年龄、教龄、学历背景、职称的教师反思能力也不同:年龄与教师的反思能力呈正相关且相关性显著,反思能力随着年龄的增长而不断增强;“1-5年”和“10年以上”这两个教龄阶段教师的反思能力差异显著,且不同教龄阶段的教师在教学环境、教师个人这两个反思部分有显著差异;不同学历教师的反思能力差异显著,学历背景为硕士研究生的教师总体反思情况较本科生强;职称与教师反思能力相关;教师参加有关教学反思培训比较普遍,参加过的教师比较倾向于对教师个人和教学活动进行反思。最后,从四个方面对如何培养教师的反思能力提出了一些建议。
[Abstract]:Our country has always put the development of education in the strategic position of giving priority to development, insisting on the priority of education, the scientific development and the cultivation of talents. As the key and focus of the development of education, teacher development has been given wide recognition and attention in recent years, while reflection as an important cognition and ability of teachers is regarded as the core theme and international trend in the process of teachers' self-development. It is not only helpful to help teachers improve their teaching ability and promote effective teaching, but also the basis of developing research teachers and expert teachers, and becomes the motive force to promote the development of educational reform and curriculum reform. In this study, the author defines the ability of teaching reflection as the ability of teachers to examine, feedback and evaluate teachers' self, teaching activities and teaching environment in the process of teaching activities. According to the information and resources obtained from classroom observation, teachers reflect and feedback on their own teaching. This self-observation form of reflection is a way to measure teachers' reflective ability. The author hopes that, on the basis of studying the relevant theories of educational reflection at home and abroad, and through the empirical investigation, teachers' self-observation of classroom teaching after the end of teaching activities will be taken as the source of data investigation, and the reflection situation of English teachers in middle schools will be analyzed. And analyze the factors that affect teachers' reflection. This study was conducted by questionnaire survey among English teachers in four ordinary middle schools in Baotou. The data analysis shows that, in general, the reflective ability of English teachers in middle schools is better. The content of reflection involves all aspects of the classroom teaching process, especially the reflection on teaching environment is relatively concentrated, followed by the teachers' personal aspects, and the reflection on teaching activities is slightly deficient. The reflective ability of teachers with different age, teaching age, academic background and professional title is also different: age has positive correlation with teachers' reflective ability and the ability of reflection is increasing with the increase of age; There are significant differences in the reflective ability of teachers in the periods of "1-5 years" and "more than 10 years", and there are significant differences in the teaching environment between the teachers of different teaching years and the two parts of reflection of teachers' individual; The reflective ability of teachers with different educational background is significantly different. The overall reflection of teachers with master degree background is stronger than that of undergraduates; the professional title is related to the reflective ability of teachers; the teachers participate in the training of teaching reflection is more common. Teachers who have participated tend to reflect on teachers' individual and teaching activities. Finally, some suggestions on how to cultivate teachers' reflective ability are put forward from four aspects.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2221708
[Abstract]:Our country has always put the development of education in the strategic position of giving priority to development, insisting on the priority of education, the scientific development and the cultivation of talents. As the key and focus of the development of education, teacher development has been given wide recognition and attention in recent years, while reflection as an important cognition and ability of teachers is regarded as the core theme and international trend in the process of teachers' self-development. It is not only helpful to help teachers improve their teaching ability and promote effective teaching, but also the basis of developing research teachers and expert teachers, and becomes the motive force to promote the development of educational reform and curriculum reform. In this study, the author defines the ability of teaching reflection as the ability of teachers to examine, feedback and evaluate teachers' self, teaching activities and teaching environment in the process of teaching activities. According to the information and resources obtained from classroom observation, teachers reflect and feedback on their own teaching. This self-observation form of reflection is a way to measure teachers' reflective ability. The author hopes that, on the basis of studying the relevant theories of educational reflection at home and abroad, and through the empirical investigation, teachers' self-observation of classroom teaching after the end of teaching activities will be taken as the source of data investigation, and the reflection situation of English teachers in middle schools will be analyzed. And analyze the factors that affect teachers' reflection. This study was conducted by questionnaire survey among English teachers in four ordinary middle schools in Baotou. The data analysis shows that, in general, the reflective ability of English teachers in middle schools is better. The content of reflection involves all aspects of the classroom teaching process, especially the reflection on teaching environment is relatively concentrated, followed by the teachers' personal aspects, and the reflection on teaching activities is slightly deficient. The reflective ability of teachers with different age, teaching age, academic background and professional title is also different: age has positive correlation with teachers' reflective ability and the ability of reflection is increasing with the increase of age; There are significant differences in the reflective ability of teachers in the periods of "1-5 years" and "more than 10 years", and there are significant differences in the teaching environment between the teachers of different teaching years and the two parts of reflection of teachers' individual; The reflective ability of teachers with different educational background is significantly different. The overall reflection of teachers with master degree background is stronger than that of undergraduates; the professional title is related to the reflective ability of teachers; the teachers participate in the training of teaching reflection is more common. Teachers who have participated tend to reflect on teachers' individual and teaching activities. Finally, some suggestions on how to cultivate teachers' reflective ability are put forward from four aspects.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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