初中英语新手教师与熟手教师评课的对比研究

发布时间：2024-01-30 11:56

　　专业的评课对提高课堂教学质量、提升教师教学专业素养、进一步加强和深化基础教育课程改革等均具有重要的意义。本研究通过分析初中英语新手教师与熟手教师的评课,主要回答以下三个问题:1.初中英语教师评课的现状如何?2.初中英语新手教师与熟手教师评课有什么差异?3.造成初中英语新手教师与熟手教师评课差异的原因是什么?本研究对两类教师的评课进行录音,并将录音转写成文本,根据LICC课堂观察框架从学生学习、教师教学、课程性质、课堂文化4个维度、20个视角探究初中英语教师评课的现状;新手教师与熟手教师评课的差异;再通过访谈分析造成两类教师评课差异的原因,并就此提出建议。研究结果发现:1.通过对初中英语教师的评课进行内容维度上的分析,可以看出初中英语教师在评课中能够自觉关注师生之间的互动,兼顾课堂主导者和主体,并且寻求观察视角的丰富和全面,值得肯定。但依然存在评课不规范,对课程学科性质敏感度不够,评课视角贪大求全,缺乏整体性,不够规范等问题。2.通过对初中英语新手教师与熟手教师的评课进行内容维度上的对比分析,可以看出熟手教师对学生学习给予较多关注,能以学生为出发点,明确学生在教学中的主体地位。新手教师对...

【文章页数】：71 页

【学位级别】：硕士

【文章目录】：
Acknowledgement
Abstract
摘要
Abbreviation
1.Introduction
    1.1 Research Background
    1.2 Research Significance
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
2.Literature Review
    2.1 Relevant Concepts
        2.1.1 Class Evaluation
        2.1.2 Novice Teacher and Experienced Teacher
    2.2 Theoretical Basis
        2.2.1 Teacher Professional Development Stage Theory
        2.2.2 Wallace’s Practice--Reflection Theory
    2.3 Researches on Class Evaluation at Home and Abroad
        2.3.1 Researches on Class Evaluation Abroad
        2.3.2 Researches of Class Evaluation at Home
        2.3.3 Limitations of Previous Researches
3.Research Design
    3.1 Research Aim
    3.2 Research Questions
    3.3 Research Subjects
    3.4 Research Instruments
        3.4.1 Voice Recorder
        3.4.2 LICC Class Observation Framework
        3.4.3 Interview
    3.5 Research Procedure
        3.5.1 Data Collection
        3.5.2 Transcription
        3.5.3 Data Analysis
4.Results and Discussion
    4.1 The Current Situation on Class Evaluation of English Teacher in Junior Middle School
        4.1.1 General Analysis on Class Evaluation of English Teacher in Junior Middle School
        4.1.2 Analysis on Learning Dimension
        4.1.3 Analysis on Instruction Dimension
        4.1.4 Analysis on Curriculum Dimension
        4.1.5 Analysis on Culture Dimension
        4.1.6 Summary
    4.2 Differences of Class Evaluation between NT and ET
        4.2.1 General Differences of Class Evaluation between NT and ET
        4.2.2 Differences of Learning Dimension between NT and ET
        4.2.3 Differences of Instruction Dimension between NT and ET
        4.2.4 Differences of Curriculum Dimension between NT and ET
        4.2.5 Differences of Culture Dimension between NT and ET
        4.2.6 Summary
    4.3 The Reasons for Differences of Class Evaluation between NT and ET
        4.3.1 Cognition of Class Evaluation
        4.3.2 Identification of Teaching Subjects
        4.3.3 Drive of Internal Demand
        4.3.4 Mastery of Students’Learning Situation
        4.3.5 Summary
5.Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations
Bibliography
Appendix1
Appendix2
伊犁师范大学硕士研究生学位论文导师评阅表



本文编号：3890109