本文選題：教師專業(yè)發(fā)展 + 教師專業(yè)發(fā)展視角��； 參考：《廣西師范大學(xué)》2015年碩士論文

【摘要】：“對(duì)話”一詞由來(lái)已久,而“對(duì)話教學(xué)”真正為人們所了解是從我國(guó)實(shí)施新課程改革開始的。因?qū)υ捊虒W(xué)的獨(dú)特性與創(chuàng)新性,對(duì)話教學(xué)越來(lái)越受到人們的關(guān)注與青睞。而初中英語(yǔ)作為語(yǔ)言類學(xué)科,更加強(qiáng)調(diào)師生之間關(guān)系和諧與交流溝通的重要性,與對(duì)話教學(xué)相結(jié)合能讓初中英語(yǔ)教學(xué)進(jìn)發(fā)出更為絢爛的火花,使得學(xué)生完成英語(yǔ)知識(shí)學(xué)習(xí)的基礎(chǔ)上,還能更好的培養(yǎng)自身的英語(yǔ)運(yùn)用能力。但讓人遺憾的是,我國(guó)目前關(guān)于初中英語(yǔ)對(duì)話教學(xué)的研究還比較少,這使得教師在開展初中英語(yǔ)對(duì)話教學(xué)活動(dòng)的時(shí)候出現(xiàn)很多問(wèn)題。如何解決初中英語(yǔ)對(duì)話教學(xué)活動(dòng)的問(wèn)題,從文獻(xiàn)的梳理來(lái)看,初中學(xué)段的英語(yǔ)對(duì)話教學(xué)在初中英語(yǔ)對(duì)話教學(xué)的語(yǔ)用教學(xué)環(huán)節(jié)、問(wèn)題與策略、教學(xué)的情境創(chuàng)設(shè)、對(duì)話教學(xué)中的教師話語(yǔ)等方面都有研究成果,但多從教學(xué)的角度進(jìn)行研究。教師專業(yè)發(fā)展是教師成為良好教育專業(yè)工作者的專業(yè)成長(zhǎng)過(guò)程,通過(guò)教師對(duì)教學(xué)理論的不斷研究,能提高作為一名教育工作者應(yīng)該具備的內(nèi)在專業(yè)素養(yǎng),有利于現(xiàn)實(shí)初中英語(yǔ)對(duì)話教學(xué)的開展,有利于解決初中英語(yǔ)對(duì)話教學(xué)活動(dòng)中的現(xiàn)存問(wèn)題,因此,本研究從教師專業(yè)發(fā)展的視角來(lái)探討初中英語(yǔ)對(duì)話教學(xué)。筆者運(yùn)用文獻(xiàn)分析法、問(wèn)卷調(diào)查法與課堂觀察法對(duì)初中英語(yǔ)對(duì)話教學(xué)的實(shí)踐情況進(jìn)行研究分析,進(jìn)而發(fā)現(xiàn)實(shí)際存在的問(wèn)題并分析問(wèn)題形成的原因,再?gòu)慕處煂I(yè)發(fā)展的角度來(lái)給予相應(yīng)的優(yōu)化策略,希望能切實(shí)地解決初中英語(yǔ)對(duì)話教學(xué)中所存在的問(wèn)題,從而使之有更好的發(fā)展。本研究主要分為四個(gè)部分：第一部分：引言。闡述了問(wèn)題提出的原因,國(guó)內(nèi)外關(guān)于對(duì)話教學(xué)、英語(yǔ)對(duì)話教學(xué)的研究綜述,本研究的目的以及意義,具體采用的研究方法以及核心概念。第二部分：審視當(dāng)前初中英語(yǔ)對(duì)話教學(xué)存在的問(wèn)題及原因。運(yùn)用問(wèn)卷調(diào)查法、課堂觀察法來(lái)尋找初中英語(yǔ)對(duì)話教學(xué)所存在的問(wèn)題,例如教師過(guò)于注重生成性目標(biāo),忽視了對(duì)話教學(xué)的基本教學(xué)目標(biāo)、教師刻意追求對(duì)話,課堂缺乏深刻、精彩的講授等,并且對(duì)這些問(wèn)題的存在原因進(jìn)行分析。第三部分：呼吁教師專業(yè)發(fā)展視角下的初中英語(yǔ)對(duì)話教學(xué)。通過(guò)對(duì)皮亞杰的建構(gòu)主義理論、哈貝馬斯的交往行為理論、馬丁·布伯的對(duì)話哲學(xué)理論、語(yǔ)言學(xué)理論以及教師專業(yè)發(fā)展階段性理論等的深入梳理與分析,尋求教師專業(yè)發(fā)展與初中英語(yǔ)對(duì)話教學(xué)的內(nèi)在聯(lián)系,明確教師專業(yè)發(fā)展視角下的初中英語(yǔ)對(duì)話教學(xué)的內(nèi)涵、基本特征以及教師專業(yè)發(fā)展視角下的初中英語(yǔ)對(duì)話教學(xué)的意義。第四部分：建構(gòu)教師專業(yè)發(fā)展視角下初中英語(yǔ)對(duì)話教學(xué)的優(yōu)化策略。從教師專業(yè)發(fā)展的視角來(lái)研究具體的初中英語(yǔ)對(duì)話教學(xué)優(yōu)化策略,通過(guò)加強(qiáng)教師關(guān)于初中英語(yǔ)對(duì)話教學(xué)理論學(xué)習(xí)、加強(qiáng)實(shí)踐鍛煉、提高初中英語(yǔ)教師開展對(duì)話教學(xué)的能力、提升初中英語(yǔ)教師對(duì)話素養(yǎng)等方式促進(jìn)初中英語(yǔ)對(duì)話教學(xué)發(fā)展。
[Abstract]:The word "dialogue" has a long history, and "dialogue teaching" is really understood by people is starting from the implementation of the new curriculum reform in China. The dialogue teaching is becoming more and more popular because of the uniqueness and innovation of dialogue teaching. As a language subject, junior English is more emphasis on the harmonious relationship and communication between teachers and students. The importance of combining with the dialogue teaching can make the junior middle school English teaching more brilliant sparks, making the students complete their English knowledge learning, but also can better cultivate their own ability to use English. However, it is regrettable that there are few studies on English Teaching in junior high school at present, which makes the teachers open. There are many problems in the English dialogue teaching activities in junior high school. How to solve the problems of junior middle school English dialogue teaching activities, from the literature review, the English dialogue teaching in junior middle school is in the pragmatic teaching link of junior middle school English dialogue teaching, problems and strategies, teaching situation creation, dialogue teaching teacher discourse and so on. The development of teachers' professional development is the professional growth process for teachers to become good education professionals. Through the continuous study of teachers' theory of teaching, the teachers' professional development can improve the internal professional cultivation as an educator, which is beneficial to the development of dialogue teaching in junior middle school English. It is beneficial to solve the existing problems in English dialogue teaching activities in junior middle school. Therefore, this study explores English dialogue teaching in junior high school from the perspective of teachers' professional development. The author uses literature analysis method, questionnaire survey method and classroom observation method to study the practice situation of English dialogue teaching in Junior middle school, and then find the actual existence of the question. The paper also analyzes the reasons for the formation of the problem, and then gives the corresponding optimization strategies from the perspective of teachers' professional development, hoping to effectively solve the problems existing in the middle school English dialogue teaching and thus make it better. This study is divided into four parts: Part One: introduction. The reasons for the problems raised, domestic and foreign, are expounded. A review of dialogue teaching, the research of English dialogue teaching, the purpose and significance of this study, the specific method of research and the core concepts. The second part is to examine the problems and reasons of the present English dialogue teaching in junior middle school. For example, teachers pay too much attention to generative goals, ignore the basic teaching objectives of dialogue teaching, teachers pursue dialogue, lack of profound teaching, excellent teaching and so on, and analyze the reasons for the existence of these problems. The third part: call on the teacher professional development perspective of junior middle school English dialogue teaching. Through the construction of Piaget's master The theory of righteousness, Habermas's theory of communicative action, Martin Bubb's dialogic philosophy, linguistic theory and the stage theory of teacher professional development are thoroughly combed and analyzed, and the inner connection between teachers' professional development and junior English dialogue teaching is sought, and the connotation of English dialogue teaching in junior middle school is clearly defined from the perspective of teachers' professional development. The basic characteristics and the significance of Junior English dialogue teaching from the perspective of teachers' professional development. The fourth part: to construct the optimization strategy of English dialogue teaching in junior middle school from the perspective of teacher professional development. Teaching theory, strengthening practice, improving the ability of junior middle school English teachers to carry out dialogue teaching, and promoting the dialogue accomplishment of junior middle school English teachers to promote the development of English dialogue teaching in junior middle school.

【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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