学科英语教育硕士教育实习满意度调查及改进研究
发布时间：2020-09-29 20:05
教育实习是在真实的课堂情境中把理论学习与教学实践相结合以提高职前教师教学实践能力的重要方式,它为职前教师提供了十分宝贵的学习和教学机会。有效的教育实习可以缩短职前教师的从教适应期,为他们的职业生涯奠定良好基础。已有教育实习的研究包括对不同实习模式的探索、教育实习评价体系的构建、职前教师在教育实习中的专业成长和对各科教学实习现状的研究等。学生满意度是指学生作为教育服务的直接和内在顾客,对教育教学服务质量产生的一种内在心理感受,这种感受是学生将自己实际感知到的效果和最初的预期进行比较之后产生的结果。关于满意度的研究也很广泛,集中在对大学的满意度,对课程,专业和教学质量的满意度等。教育实习满意度是影响职前教师在教育实习期间专业成长的一个重要因素,然而在我国,却少有研究关注职前教师对教育实习的满意度。本研究旨在探究学科英语教育硕士对于教育实习的满意度,以此提升教育实习的有效性和职前教师的专业成长。本研究有两个研究问题:(1)学科英语教育硕士对教育实习的整体满意度和各维度满意度的现状如何?(2)影响学科英语教育硕士对教育实习满意度的因素有哪些?有哪些促进和阻碍因素?研究者采用质性与量化研究的混合研究方法,使用问卷调查和访谈的数据收集方法,对某所教育部直属师范大学54名学科英语教育硕士实习生进行调查。研究结果发现学科英语教育硕士教育实习满意度在一般满意和满意之间。满意度由高到低依次为校外指导老师、实习学校、校内指导老师、本校和自身能力。在本校这个维度中,职前教师对学校安排的实习学校最满意,对本校课程设置达到满意的人数最少,对本校教育实习考核与评价的方式满意度最低。在实习学校这个维度中,职前教师对实习学校里师生、生生交往的人际环境满意度最高,对实习学校管理实习生的方式最不满意。在本校指导老师这个维度中,职前教师对本校指导老师的指导能力最满意,对本校指导老师的指导频率最不满意。在实习学校指导老师这个维度中,职前教师对实习学校指导老师的指导能力最满意,对实习学校指导老师的指导态度最不满意。在自身能力这个维度中,职前教师对自己在教育实习过程中的师生交往的人际关系交际能力最满意,对自己在教育实习过程中的创新能力最不满意。职前教师整体满意度较高的原因包括学生在教育实习中的期望和收获以及对指导老师的满意度。部分实习学校职前教师对教育实习满意度较低的主要因素包括:实习学校和指导老师对实习生的重视程度,指导老师的教学能力和对实习生的信任,实习学校的管理方式。鉴于学科英语教育实习还有很大的提升空间,本研究就如何提升教育实习满意度提出如下建议:增加专业课比例,课程设置更加注重实践性;形成性评价和终结性评价相结合;实行集中实习和分散实习相结合的模式;明确校内指导教师职责,增加指导频率;精选实习基地,加强与中小学的合作;民主推选实习小组长,加强实习小组之间的合作;学生应加强学习的主动性,完善知识储备,提高教学技能。
【学位单位】：华中师范大学
【学位级别】：硕士
【学位年份】：2019
【中图分类】：G633.41;G652.44
【文章目录】：
Acknowledgements
摘要
Abstract
1. Introduction
1.1 Research background
1.2 Purposes and significance of the thesis
1.3 Structure of the thesis
2. Literature Review
2.1 Studies on the teaching practicum
2.1.1 Definition of teaching practicum
2.1.2 Purposes and value of the teaching Practicum
2.1.3 Problems existing in the teaching practicum
2.2 Studies on satisfaction of students
2.2.1 Definition of satisfaction
2.2.2 The necessity of investigation into students' satisfaction
2.2.3 The theoretical construction of college students' satisfaction index model
2.2.4 Empirical study on students' satisfaction
2.3 Review of previous researches
3. Research Design
3.1 Research questions
3.2 Research context and participants
3.3 Research instruments
3.3.1 Questionnaire
3.3.2 Interviews
3.4 Data collection and analysis
3.4.1 Data collection and analysis of the questionnaire
3.4.2 Data collection and analysis of the interview
4. Data Analysis and Results
4.1 The current situation of students' satisfaction on teaching practicum
4.1.1 The overall condition of students' satisfaction on teaching practicum
4.1.2 The dimensions of satisfaction in educational internship
4.2 Analysis of factors affecting student satisfaction
4.2.1 Analysis of factors influencing the satisfaction of the teaching practicum
4.2.2 Analysis of factors that result in students' dissatisfaction with theeducational practicum
5. Conclusion
5.1 Summary of findings
5.2 Implications
5.2.1 Increase the proportion of professional courses and the curriculum should bemore practical
5.2.2 Combine formative assessment with summative assessment
5.2.3 Implement concentrated and decentralized practicum mode
5.2.4 Clarify the duties of instructors in the school and increase the frequency ofguidance
5.2.5 Select internship bases carefully and strengthen cooperation with primaryand secondary schools
5.2.6 Democratic selection of the internship team leader to strengthen cooperationbetween the internship groups
5.2.7 Students should strengthen their initiative in learning to improve theirknowledge reserves and teaching skills
5.3 Limitations
Bibliography
Appendix One
Appendix Two
本文编号：2830196
【学位单位】：华中师范大学
【学位级别】：硕士
【学位年份】：2019
【中图分类】：G633.41;G652.44
【文章目录】：
Acknowledgements
摘要
Abstract
1. Introduction
1.1 Research background
1.2 Purposes and significance of the thesis
1.3 Structure of the thesis
2. Literature Review
2.1 Studies on the teaching practicum
2.1.1 Definition of teaching practicum
2.1.2 Purposes and value of the teaching Practicum
2.1.3 Problems existing in the teaching practicum
2.2 Studies on satisfaction of students
2.2.1 Definition of satisfaction
2.2.2 The necessity of investigation into students' satisfaction
2.2.3 The theoretical construction of college students' satisfaction index model
2.2.4 Empirical study on students' satisfaction
2.3 Review of previous researches
3. Research Design
3.1 Research questions
3.2 Research context and participants
3.3 Research instruments
3.3.1 Questionnaire
3.3.2 Interviews
3.4 Data collection and analysis
3.4.1 Data collection and analysis of the questionnaire
3.4.2 Data collection and analysis of the interview
4. Data Analysis and Results
4.1 The current situation of students' satisfaction on teaching practicum
4.1.1 The overall condition of students' satisfaction on teaching practicum
4.1.2 The dimensions of satisfaction in educational internship
4.2 Analysis of factors affecting student satisfaction
4.2.1 Analysis of factors influencing the satisfaction of the teaching practicum
4.2.2 Analysis of factors that result in students' dissatisfaction with theeducational practicum
5. Conclusion
5.1 Summary of findings
5.2 Implications
5.2.1 Increase the proportion of professional courses and the curriculum should bemore practical
5.2.2 Combine formative assessment with summative assessment
5.2.3 Implement concentrated and decentralized practicum mode
5.2.4 Clarify the duties of instructors in the school and increase the frequency ofguidance
5.2.5 Select internship bases carefully and strengthen cooperation with primaryand secondary schools
5.2.6 Democratic selection of the internship team leader to strengthen cooperationbetween the internship groups
5.2.7 Students should strengthen their initiative in learning to improve theirknowledge reserves and teaching skills
5.3 Limitations
Bibliography
Appendix One
Appendix Two
【参考文献】
相关期刊论文 前2条
1 韩晓峰;周文辉;王铭;;研究生满意度理论基础与指标构建[J];研究生教育研究;2013年06期
2 房保俊;陈敏;;工科本科教学质量学生满意度影响因素分析[J];高等教育研究;2010年06期
本文编号：2830196
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/2830196.html
