职前英语教师关于“思维品质”培养的信念变化

发布时间：2021-01-05 01:09

　　《普通高中英语课程标准（2017版）》首次将“思维品质”明确列入英语学科核心素养,其重要程度不言而喻。职前英语教师作为接受前沿教育理论的预备教师,在一定程度上与在职教师共同承担着新课改的任务,考虑到经验欠缺的不足,教育实习成为其获取直接教学经验的最佳方式。基于此,其关于思维品质及其培养的理念对于今后新课改的实施具有重要意义。国内外对教师尤其是职前英语教师关于“思维品质”培养信念变化的相关研究还比较匮乏。国外多数研究将研究对象锁定为在职教师,并将重心置于研究信念变化的影响因素及思维品质子要素尤其是批判性思维的研究上;由于新课标的时效性,国内研究大多以剖析思维品质的内涵及培养方式为研究重点。因此,本研究在此基础上采用个案研究的方法,以一所部属师范学校中的2名学科教学（英语）专业硕士研究生为研究对象,通过访谈、课堂观察和实习日志等方式收集数据,以探究其在实习期间关于“思维品质”培养的信念变化,并通过数据整合与分析得出相关影响因素,在一定程度上填补了这一研究的缺口。本研究旨在解决以下两个问题:（1）职前英语教师在教育实习前后持有什么关于“思维品质”培养的教师信念?（2）该种信念在实习期间是否发... 

【文章来源】：华中师范大学湖北省 211工程院校 教育部直属院校

【文章页数】：76 页

【学位级别】：硕士

【文章目录】：
Acknowledgement
摘要
Abstract
1 Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Layout of the Thesis
2 Literature Review
    2.1 Teacher Belief
        2.1.1 Definitions of Belief and Teacher Belief
        2.1.2 Pre-service English Teacher Belief
        2.1.3 Dimensions of Teacher Belief
        2.1.4 Influencing Factors of Teacher Belief
    2.2 Thinking Competency
        2.2.1 Definitions of Thinking Competency
        2.2.2 Elements of Thinking Competency
        2.2.3 Overseas and Domestic Research Status
    2.3 Pre-service English Teacher Belief about Thinking Competency
    2.4 Summary of Previous Studies
3 Research Design
    3.1 Research Questions
    3.2 Context and Participants
    3.3 Research Methods
        3.3.1 Class Observation
        3.3.2 Individual Interview
        3.3.3 Practice Log Analysis
    3.4 Data Collection and Analysis
        3.4.1 Data Collection
        3.4.2 Data Analysis
4 Results and Discussion
    4.1 Results
        4.1.1 Pre-service English Teacher Belief about Cultivating Students'Thinking Competency
            4.1.1.1 Belief before the Educational Practicum
            4.1.1.2 Belief after the Educational Practicum
        4.1.2 Changes of the Belief during the Educational Practicum
            4.1.2.1 Changes about Thinking Competency
            4.1.2.2 Changes about Cultivating Students' Thinking Competency
    4.2 Discussion
        4.2.1 The Content of Changes
            4.2.1.1 Logicality
            4.2.1.2 Criticality
            4.2.1.3 Innovativeness
        4.2.2 The Influencing Factors Related to the Changes
            4.2.2.1 The Influence of Individual Factors
            4.2.2.2 The Influence of Campus Factors
5 Conclusions and Implications
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of This Research
Reference
Appendix
攻读硕士期间发表的论文



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