出国进修的中学英语教师教学信念与教学实践的个案研究

发布时间：2018-03-24 13:24

本文选题：出国进修教师　切入点：教师信念　出处：《云南师范大学》2017年硕士论文

【摘要】：随着认知心理学的发展,教师信念受到了越来越多研究者的关注。人们普遍认为,教师信念对教师教学行为有着重要的影响。Pajares(1992)指出,教师信念对教师的课程计划、课堂决策和教学行为的影响远远大于教师知识。许多研究致力于探究教师信念与教学行为的关系。但是,很少有研究探讨出国进修的中学英语教师这一特殊群体的教师信念与实践。本研究采用描述性的定性研究方法,调查了十位完成出国进修回校任教的中学英语教师回国后的教学信念,探讨了他们的教学信念与教学实践的关系以及学生对出国进修英语教师课堂教学的认知。研究首先通过对这十位英语教师进行开放式深度访谈来调查他们归国后所持有的教师信念,包括对语言、语言学习、语言教学、学习者、教师角色和专业发展六个方面的信念。然后,从教学目标,教学内容,课堂中心,教学方法,课堂活动,师生角色六个方面对其中四位教师进行了共16个小时的课堂观察,以此来检验教师信念是否反映在教学实践中。最后,对这四位教师的200位学生进行了调查问卷,进一步证实教师信念和教学实践的关系。本研究主要有三个发现:首先,出国进修的经历对这些英语教师的信念有着重大的影响。海外留学加强、改变并重塑了他们对语言教学的种种信念。其次,本研究证明了教师信念与教师实践部分吻合,但也有不一致性,其影响因素包括内部因素和外部因素。最后,学生认为这些老师在课堂上扮演着向导的角色,利用丰富的教学材料,组织多样的学习任务,注重培养学生口语和英语实用能力。但学生们也提出这些教师在课堂上教授知识仍然多过互动。作者提出建议:教师应当针对培训项目进行自我反思,充分利用培训资源,不断提升专业素养;教育管理机构应采取相关措施来保证教师出国进修项目的有效性和实用性。
[Abstract]:With the development of cognitive psychology, more and more researchers pay more and more attention to teachers' beliefs. It is generally believed that teachers' beliefs have an important impact on teachers' teaching behavior. Pajares 1992) points out that teachers' beliefs have great influence on teachers' curriculum planning. The influence of classroom decision-making and teaching behavior is far greater than teachers' knowledge. Many studies have been devoted to exploring the relationship between teachers' beliefs and teaching behaviors. Few studies have explored the teachers' beliefs and practices of a special group of English teachers studying abroad. We investigated the teaching beliefs of ten middle school English teachers who had completed their studies abroad and returned to their schools. This paper probes into the relationship between their teaching beliefs and teaching practice and the students' cognition on the classroom teaching of English teachers studying abroad. The study first investigated the ten English teachers by conducting open and in-depth interviews with them after their return to China. The teacher's beliefs, This includes beliefs about language, language learning, language teaching, learners, teachers' roles and professional development. Then, from the perspective of teaching objectives, teaching content, classroom centers, teaching methods, classroom activities, In order to test whether teachers' beliefs are reflected in teaching practice, four teachers were observed in the classroom for 16 hours from six aspects of teachers' roles. Finally, 200 students of these four teachers were investigated with a questionnaire. To further confirm the relationship between teachers' beliefs and teaching practices, this study has three main findings: first, the experience of studying abroad has a significant impact on the beliefs of these English teachers. It has changed and reshaped their beliefs in language teaching. Secondly, this study has proved that teachers' beliefs are partially consistent with teachers' practice, but there is also inconsistency. The influencing factors include internal and external factors. Students believe that these teachers play a leading role in the classroom, use a wealth of teaching materials, organize a variety of learning tasks, The students also suggest that these teachers still teach more knowledge than interaction in the classroom. The author suggests that teachers should reflect on the training program and make full use of the training resources. Education management should take relevant measures to ensure the effectiveness and practicability of teachers' study abroad.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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