新课标背景下高中英语教师阅读教学信念与教学行为关系个案研究

发布时间：2024-03-27 03:07

　　教师信念在极大程度上影响着教学行为,而阅读是外语环境下语言输入最重要的途径。教师的阅读教学信念很大程度上影响着阅读课堂教学,并决定着课堂教学的目标与内容,师生在课堂中扮演的角色,课堂活动设计的理论与实践以及对学生课堂表现的反馈等。高中英语教师阅读教学信念与教学行为的研究具有重要的理论意义和实践价值。但是当前国内关于教师信念的研究中,有关英语教师阅读教学信念的研究较少,且现有研究中,有关英语教师阅读教学方法和教学行为之间的关系的讨论相对较多,对英语教师关于阅读教学目的、内容、师生角色、课堂活动设计及对学生阅读课堂表现反馈的教师信念却鲜有涉及;现有研究中关于大学英语教师的阅读教学信念的研究较多,对当前国内英语新课标背景下高中英语教师阅读教学信念研究较少;此外,现有研究中基于问卷调查的量性研究相对较多,结合问卷调查、访谈和课堂观察的质性研究或混合研究较少。因此,本研究旨在探索高中英语教师在英语新课程标准背景下持有的阅读教学信念,并通过对重庆市某中学教师英语阅读教学的个案研究,探讨教师信念与行为之间的关系,并探究其中的影响因素。本研究旨在回答以下三个研究问题:第一,高中英语教师持有怎样的阅读教...

【文章页数】：77 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Aims and Significance of the Study
    1.3 Layout of the Thesis
Chapter Two Literature Review
    2.1.Teachers’Beliefs
        2.1.1 Definition of Teacher’s Beliefs
        2.1.2 English Teacher’s Beliefs
    2.2 Studies on Teachers’Beliefs
        2.2.1 The Content of Teacher’s Beliefs
        2.2.2 Factors Influencing Teacher’s Beliefs
        2.2.3 The Relationshipss between Teacher’s Beliefs and Behaviors
        2.2.4 Teacher’s Beliefs and Teachers’Professional Development
    2.3 Studies on the Relationshipss between Teacher’s Beliefs and ClassroomBehaviors about Reading Instruction
    2.4 Summary
Chapter Three Research Design
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Interviews
        3.3.3 Classroom Observations
    3.4 Data Collection and Analysis
Chapter Four Results and Discussions
    4.1 Teachers’Beliefs about Reading Instruction
        4.1.1 Teachers’Beliefs about the Goals of Reading Instruction
        4.1.2 Teachers’Beliefs about the Contents of Reading Instruction
        4.1.3 Teachers’Beliefs about Teacher-student Roles
        4.1.4 Teachers’Beliefs about Instructional Activities
        4.1.5 Teachers’Beliefs about Feedback on Students’Performances
    4.2 Relationshipss between Teachers’Beliefs and Classroom Behaviors
        4.2.1 Teacher’s Stated Beliefs
        4.2.2 Teachers’Classroom Behaviors
        4.2.3 Relationshipss between Teacher’s Beliefs and Classroom Behaviors
    4.3 Underlying Reasons for the Inconsistency between Teachers’Beliefs andBehaviors
        4.3.1 Individual Factors
        4.3.2 Contextual Factors
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study and Suggestions for Future Research
References
Appendix1
Appendix2
Appendix3
Appendix4



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