高中英语教师语法教学信念与教学行为的一致性研究

发布时间：2018-06-16 05:54

本文选题：高中英语教师 + 语法教学信念　；参考：《山西师范大学》2016年硕士论文

【摘要】：自夸美纽斯创立班级授课制以来,教师在学生的在班级管理,课堂教学,学习评价方面扮演着无以比拟的角色。近三十年来,对于教师的研究已经从外显的教学行为发展到内隐的教学信念上。教学信念是教师对于教学的一种内在的世界观,是对语法认识,师生角色等因素所持有的观点。高中阶段的语法学习是中国大背景下的一个尤其重要的学习阶段,为学生系统学习打下基础。因此本文旨在研究高中英语教师在语法教学层面上,教学信念与教学行为的相关性。有关教学信念和教学行为的研究,对教师调整教学信念,改进教学行为,提高实际教学效果有实际的指导意义。本文旨在研究以下问题：1)高中英语教师语法教学信念如何?2)高中英语教师语法教学行为如何?3)高中英语教师语法教学信念与教学行为是否一致,如果不一致,是什么因素导致的?通过问卷,访谈以及课堂观察,作者对定州第二中学的九位英语教师进行调查。问卷部分包括五个维度。访谈部分为了更细微的了解教师语法教学信念。作者进行课堂观察旨在调查教师语法教学行为的现状。研究结果表明,高中英语教师语法教学信念与语法教学行为的关系不一致,其信念高于行为。总结如下：1)虽然高中英语教师接触了新教学方法,但运用到课堂教学存在困难,一些教师仍然沿用传统教法。2)教学信念与教学行为受性别,年龄,学历,培训经历影响。3)由于教师教学反思不够,且迫于高考压力,教师处于迷茫状态。
[Abstract]:Since Comenius founded the class teaching system, teachers have played an unparalleled role in class management, classroom teaching and learning evaluation. In the past 30 years, the research on teachers has developed from explicit teaching behavior to implicit teaching beliefs. Teaching belief is a kind of inherent world outlook of teachers for teaching, it is the view of grammar cognition, teachers and students' roles and so on. Grammar learning in senior middle school is a very important learning stage in Chinese background, which lays the foundation for students' systematic learning. The purpose of this paper is to study the relationship between teaching beliefs and teaching behaviors in grammar teaching of senior high school English teachers. The research on teaching belief and teaching behavior has practical guiding significance for teachers to adjust teaching belief, improve teaching behavior and improve practical teaching effect. The purpose of this paper is to study the following question: 1) how to believe in grammar teaching in senior high school English teachers? (3) whether or not high school English teachers' beliefs in grammar teaching are consistent with their teaching behaviors, and if not, whether they are not consistent with each other. What is the cause? By questionnaire, interview and classroom observation, the author investigated nine English teachers in Dingzhou No.2 Middle School. The questionnaire includes five dimensions. The interview part is aimed at understanding teachers' grammar teaching beliefs in a more subtle way. The purpose of classroom observation is to investigate the present situation of teachers' grammar teaching behavior. The results show that the relationship between grammar teaching beliefs and grammar teaching behaviors of senior high school English teachers is inconsistent, and their beliefs are higher than behavior. The conclusion is as follows: 1) although high school English teachers have come into contact with the new teaching methods, there are difficulties in applying them to classroom teaching. Some teachers still follow the traditional teaching method. 2) the teaching beliefs and teaching behaviors are subject to gender, age, and education. Because the teacher's teaching reflection is not enough, and under the pressure of college entrance examination, the teacher is in a confused state.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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