初中英语教师课程理念的调查研究

发布时间：2021-01-14 00:56

　　课程理念是关于教育机构应该教什么,为什么目的教和为什么而教的个人信念。课程理念广泛被认为可以分为四个不同的类别:学者学术型、社会效率型、学习者中心型、社会重建型。每一种课程理念都有着对学校教育、教师角色、学习过程、所授知识、学习者、评价六个方面的不同理解和解释。课程理念是教师教育教学思想中的重要部分,与时俱进的课程理念会促进教师教育教学的发展,教师对于自身所持课程理念的了解也会促进教师对自我教育观念的认识和反思,从而促进自身成长。通过定量与定性相结合的方法,本文致力于解决以下2个问题:1)现阶段的初中英语教师的课程理念的现状是怎么样的?2)影响初中英语教师的课程理念的因素有哪些?。在本研究中,采用了问卷调查和访谈的方式对初中英语教师的课程理念的现状和其影响因素展开了深入调查。本文对山东省内的部分初中英语老师发放了调查问卷,总共收到了问卷294份,其中280份为有效问卷,并对9名初中英语教师进行了访谈。研究结果发现:1)学习者中心型课程理念在山东省初中英语老师中认可度最高,体现在教师角色,学习过程,和评价这三个维度下,位于其次的是社会重建型课程理念,体现在学校教育目的,所授知识这两个维度... 

【文章来源】：鲁东大学山东省

【文章页数】：74 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose and Significance of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Definitions of Curriculum Ideologies
    2.2 Theoretical Basis
        2.2.1 Curriculum Ideologies Theory
        2.2.2 Constructivism Theory
        2.2.3 John Dewey’s Education Theory
        2.2.4 Behaviorism Theory
        2.2.5 Ralph W.Tyler’s Educational Evaluation and Assessment Theory
    2.3 Related Studies on Curriculum Ideologies at Home and Abroad
        2.3.1 Overseas Studies on Curriculum Ideologies
        2.3.2 Domestic Studies on Curriculum Ideologies
    2.4 Summary
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Interviews
    3.4 Data Collection
Chapter Four Results and Discussion
    4.1 The Current Situation of Junior Middle School English Teachers’CurriculumIdeologies
        4.1.1 Results and Analysis of the Questionnaire
        4.1.2 Results and Analysis of the Interviews
    4.2 The Influential Factors Hindering Junior Middle Schools English Teachers’Curriculum Ideologies
        4.2.1 Lacking Good Teaching Material Condition
        4.2.2 Lacking the Enthusiasm to Attend Expert English Lectures
        4.2.3 Lacking Understanding of English Curriculum Standards
        4.2.4 Lacking Understanding of Teaching and Students
Chapter Five Conclusion
    5.1 Major Findings of the Study
    5.2 Suggestions
        5.2.1 Establishing Diversified Curriculum Ideologies
        5.2.2 Participating Actively in Professional Education Training and ExpertEnglish Lectures
        5.2.3 Enhancing the Study of English Curriculum Standards
        5.2.4 Creating a Better Teaching Condition
        5.2.5 Establishing School Self-cultivation System and Research Communitywith Surrounding Schools
    5.3 Limitations of the Study and Suggestions for Future Study
References
Appendix One Questionnaire
Appendix Two Interview Questions
About the Author



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