新手汉语教师反思性教学实践的两种模式探讨

发布时间：2018-11-24 14:05

【摘要】：传统“三教”问题中的“教师问题”受到越来越多的关注,教师素质以及教师专业化发展成为很多人关心的问题。反思性教学的出现为教师专业化发展提供了一种全新的思路。对新手阶段汉语教师来说,前一两年的教学实践情况对其终身职业发展有重大影响。反思性教学结合教学理论、教学实践与教学反思,为新手汉语教师专业化发展提供了一种全新的培养模式。本研究结合定性与定量研究,探讨两种模式下反思性教学实践的特征和效果。综合各反思方法的操作性和有效性,选取撰写教学日志作为反思方法。本研究设置实验组A、B和控制组C,A组进行DRIPA结构性引导反思,B组进行无结构自我反思,C组不进行反思；通过实验组与控制组前测和后测结果,验证撰写教学日志作为反思方法的有效性;从反思内容和反思水平两个维度对A、B两组新手汉语教师反思性教学实践的两种模式进行考察；进行后期回访对教师反思性教学实践的持续性进行跟踪考察和研究。研究结果显示(1)与传统反思性教学实践中教师关注方向从自身转向学生不同,本研究中新手汉语教师从始至终保持对学生的高度关注,反思角度由外而内。(2)撰写反思性教学日志能够帮助新手汉语教师回顾自身教学情况,识别教学中的有利和不利因素,探索产生问题的原因和解决问题的方法,帮助其实现更好的教学。(3)DRIPA结构引导反思模式具有一定的优越性,表现在：①在DRIPA结构引导下反思组新手汉语教师的反思内容更具体,描述更全面②在DRIPA结构引导下新手汉语教师的反思水平提高比较明显,逐渐养成通过假设或其他信息来源验证结论的习惯。(4)长期的无引导自我反思模式下,新手汉语教师容易满足于主观的唯一结论,反思水平提高不明显,突破“最近发展区”比较缓慢,结果不可预期。(5)新手汉语教师的反思实践需要一定的结构性或系统性引导,形成科学的反思模式,长期的无结构自我反思不利于反思能力的提高。
[Abstract]:In the traditional "three religions" problem, the "teacher problem" is paid more and more attention, the teacher quality and the teacher specialization development become the question which many people are concerned about. The appearance of reflective teaching provides a new way for teachers' professional development. For beginner Chinese teachers, the teaching practice in the previous two years has a great influence on their lifelong career development. Reflective teaching combined with teaching theory, teaching practice and teaching reflection provides a new training model for the professional development of novice Chinese teachers. Combining qualitative and quantitative studies, this study explores the characteristics and effects of reflective teaching practice in the two models. According to the maneuverability and effectiveness of each reflective method, the author chooses writing teaching log as the reflective method. In this study, the experimental group ANAB and the control group Cor A were set up for DRIPA structural guidance reflection, group B for self-reflection without structure, group C for no reflection; The results of pre-test and post-test in experimental group and control group were used to verify the validity of writing teaching log as a reflection method. From the two dimensions of reflective content and reflective level, this paper investigates the two models of reflective teaching practice of the two groups of novice Chinese teachers. To follow up and study the persistence of teachers' reflective teaching practice. The results show that (1) different from the traditional reflective teaching practice, the new Chinese teachers in this study pay close attention to the students from the beginning to the end. Reflection angle is from outside to inside. (2) writing reflective teaching log can help novice Chinese teachers to review their teaching situation, identify the favorable and unfavorable factors in teaching, explore the causes of the problems and the methods to solve the problems. (3) the reflection mode of DRIPA structure guidance has some advantages: 1 under the guidance of DRIPA structure, the reflection content of the new Chinese teachers in the reflective group is more specific. Description more comprehensive 2 under the guidance of DRIPA structure, novice Chinese teachers' reflective level improved obviously, and gradually formed the habit of verifying conclusions through hypotheses or other information sources. (4) under the long-term no-guide self-reflection mode, Novice Chinese teachers are easily satisfied with the only subjective conclusion, the level of introspection is not obvious, and the breakthrough of the "proximal development zone" is slow. The results are unpredictable. (5) the reflective practice of novice Chinese teachers needs some structural or systematic guidance to form a scientific reflection mode. The long-term unstructured self-reflection is not conducive to the improvement of reflective ability.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195

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