基于反思日志的初中英语教师教学反思研究

发布时间：2022-07-11 13:10

　　反思性教学,是一种新的教师发展的途径,反思日志作为教学反思的一种的形式,正受到日益广泛的关注。反思日志是教师持续地、真实地记录其教学活动中具有反思的和研究价值的教学过程、经验及感受,是一种促进教师专业发展的手段和方法。本研究基于Richard（1993）教师教学反思内容,采用质化与量化相结合的方法,拟对伊宁市初中英语教师的教学反思进行研究。本研究采用教学反思文本分析、访谈、录音的方法,对伊宁市15所不同学校的120名教师作为研究对象,其中新熟手教师各60名,对教师的教学反思日志进行收集、标注与统计。此外采用了访谈作为辅助性研究工具,共设计了6个问题,对访谈内容进行了转写、标注与切分。具体回答以下研究问题:1.伊宁市中学英语教师教学反思的基本特征如何?2.新手教师与熟手教师在教学反思方面有何异同?3.影响英语教师教学反思的因素有哪些?研究结果显示:1.根据Richard（1993）教师反思的类别（Category）与子类别（Sub-Category）两个维度可见,在5个反思类别中,教师更倾向于反思教学方法、教学评价,教师较少反思教学理论。自我意识、教学疑问的反思相对居中。在15子类别中,... 

【文章页数】：63 页

【学位级别】：硕士

【文章目录】：
Acknowledgement
Abstract
摘要
Chapter 1 Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
        1.2.1 Academic Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
Chapter 2 Literature Review
    2.1 Relevant Concepts
        2.1.1 Reflection
        2.1.2 Teaching Reflection
        2.1.3 Reflective Journal
    2.2 Theoretical Basis
        2.2.1 Metacognitive Theory
        2.2.2 Critical Theory
        2.2.3 Learning Theory of Constructivism
    2.3 Researches on Teaching Reflection Abroad and at Home
        2.3.1 Researches on Teaching Reflection Abroad
        2.3.2 Researches on Teaching Reflection at Home
        2.3.3 Limitations of Previous Researches
Chapter 3 Research Methods
    3.1 Research Aim
    3.2 Research Questions
    3.3 Research Subject
    3.4 Research Instruments
        3.4.1 Teaching Reflective Journals
        3.4.2 Interview Questions
    3.5 Research Procedure
        3.5.1 Data Collection
        3.5.2 Date Coding
            3.5.2.1 Date Coding of Category of Teaching Reflection
            3.5.2.2 Date Coding of Sub-Category of Teaching Reflection
    3.6 Data Analysis
Chapter 4 Results and Discussion
    4.1 General Features of Teaching Reflection
        4.1.1 General Features of Category of Teaching Reflection
        4.1.2 General Features of Sub-Category of Teaching Reflection
    4.2 Distribution of General Features of Teaching Reflection
        4.2.1 Distribution of Category of Teaching Reflection
        4.2.2 Distribution of Sub-Category of Teaching Reflection
    4.3 Differences and Similarities in Teaching Reflection between Novice and Experienced Teachers
        4.3.1 Differences and Similarities in Category of Teaching Reflection between Novice and Experienced Teachers
        4.3.2 Differences and Similarities in Sub-Category of Teaching Reflection between Novice and Experienced Teachers
        4.3.3 Limitations in Teaching Reflection
    4.4 Factors influencing Teaching Reflection
        4.4.1 Internal Factors
        4.4.2 External Factors
Chapter 5 Conclusion
    5.1 Major findings
    5.2 Implication
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
Bibliography



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