教師專業(yè)發(fā)展視角下的初中英語微課現(xiàn)狀研究
發(fā)布時間：2020-10-25 07:48
教師專業(yè)發(fā)展在我國一直以來都是熱門話題。隨著英語基礎課程改革的實施,社會和學校都對英語教師提出了更高的要求。在教育信息化背景下,作為現(xiàn)代教育技術和現(xiàn)代教育思想的產物,微課應運而生。初中英語教師專業(yè)發(fā)展與微課教學關系密切,將微課應用于教學是提高教師專業(yè)發(fā)展的新途徑。微課教學豐富了初中英語教師專業(yè)發(fā)展理論,微課教學的實踐也能在教師專業(yè)發(fā)展理論的指導下得到提高。因此,本研究采用定性和定量分析相結合,調查初中英語課堂上微課教學的使用現(xiàn)狀,分析微課應用中存在的問題,并從教師專業(yè)發(fā)展視角提出了相關的建議。本研究旨在回答以下三個問題:(1)教師專業(yè)發(fā)展理論對初中英語微課應用有哪些要求?(2)微課在初中英語教學中的使用現(xiàn)狀及影響如何?(3)影響初中英語教師在課堂教學中使用微課的外部因素和自身的內部因素有哪些?本研究得出了以下結論:第一,教師專業(yè)發(fā)展理論下,對初中英語教師提出如下要求:教師應對微課教學持積極肯定的態(tài)度;教師應掌握有關微課應用的概念、特點及方法等專業(yè)知識;教師應提高設計、制作及應用微課的專業(yè)能力;第二,研究發(fā)現(xiàn)初中英語微課的應用現(xiàn)狀并不理想,只有少數教師在教學中應用微課。微課教學可以提高教學效果,豐富教學資源,增強學生對英語的興趣,提高學生的英語成績,并且,應用微課教學可以促進教師專業(yè)發(fā)展;第三,影響微課教學的外部因素:微課資源平臺的雜亂無章,學校的微課教學環(huán)境欠佳;內部因素包括,教師缺乏對微課的興趣和認識,教師缺乏使用微課教學的能力。并且,在教師專業(yè)發(fā)展的理論指導下,作者試圖提出了一些促進微課教學的建議:完善微課共建共享資源平臺;優(yōu)化學校的微課應用環(huán)境;提高教師靈活應用微課教學的能力。
【學位單位】：華中師范大學
【學位級別】：碩士
【學位年份】：2018
【中圖分類】：G434;G633.41
【文章目錄】：
Acknowledgements
摘要
Abstract
1. Introduction
1.1 Background of the research
1.2 Purpose and significance of the research
1.3 Layout of the dissertation
2. Literature Review
2.1 Micro lecture
2.1.1 Definition of micro lecture
2.1.1.1 Definition of micro lecture abroad
2.1.1.2 Definition of micro lecture at home
2.1.2 Characteristics of micro lecture
2.1.3 Application of micro lecture
2.1.3.1 Application of micro lecture abroad
2.1.3.2 Application of micro lecture at home
2.1.4 Micro lecture in junior middle school
2.1.5 English micro lecture in junior middle school
2.2 Related concepts of teachers' professional development
2.2.1 Teachers'professional development
2.2.1.1 Definition of teacher professional development
2.2.1.2 The orientation of teachers'professional development
2.2.2 Foreign language teachers' professional development
2.2.2.1 Foreign language teachers' professional development abroad
2.2.2.2 Foreign language teacher professional development at home
2.2.3 Junior middle school English teachers' professional development
2.3 Related researches at home and abroad
2.3.1 English micro lecture in junior middle school
2.3.2 Junior middle school English teachers' professional development
2.3.3 The correlation between micro lecture and junior middle school Englishteachers'professional development
2.4 Comments on the researches at home and abroad
3. Research Methodology
3.1 Research questions
3.2 Research subjects
3.3 Research instruments
3.3.1 Questionnaire
3.3.2 Interview
3.4 Data collection and analysis
4. Results and Discussion
4.1 Basic information of the subjects in the research
4.1.1 Basic information of the teachers in the research
4.1.2 Teachers'computer skills
4.1.3 Characteristics of English classes in junior middle school
4.2 The requirements to the application of micro lectures in junior middle schoolbased on teachers' professional development
4.2.1 The Requirements of Professional Idea
4.2.2 The requirements of professional knowledge
4.2.3 The requirements of professional abilities
4.3 Current situation and the influence about application of micro lectures
4.3.1 Current situation about application of micro lectures
4.3.2 The influence of micro Lecture on junior middle school teaching
4.3.3 The influence of micro lecture on teachers'professional development
4.4 Factors affecting the application of micro lectures in English classes in juniormiddle school
4.4.1 Disorderly and unsystematic micro lecture platform
4.4.2 Poor conditions of the application of micro lectures in schools
4.4.3 Teachers' factors of the application of micro lectures
4.4.3.1 Teachers'negative attitude towards micro lectures
4.4.3.2 Teachers'limited knowledge about micro lectures
4.4.3.3 Teachers'poor abilities of designing, making and applying microlectures
5. Strategies for Promoting the Application of English Micro Lectures in JuniorMiddle School Based on Teachers' Professional Development
5.1 Perfecting the co-construction and sharing platform of micro lectures
5.1.1 Completing resource system of micro lectures
5.1.2 Improving the function modules of micro lectures
5.2 Optimizing environmental conditions of schools
5.2.1 Emphasizing the learning and training of micro lectures
5.2.2 Creating favorable incentive mechanism of micro lectures
5.2.3 Providing referable application pattern of micro lectures
5.2.4 Strengthening the guidance of experts in micro lectures application
5.3 Promoting teachers' teaching abilities of using micro lectures flexibly
5.3.1 Changing teachers'ideas and confirming aims of professional development
5.3.1.1 Renewing teachers' ideas of education and teaching
5.3.1.2 Cultivating teachers' interest in micro lectures
5.3.1.3 Strengthening teachers'awareness of using micro lectures in dailyteaching
5.3.2 Deepening teachers' understanding of micro lectures
5.3.3 Improving teachers' abilities of designing and making micro lectures
5.3.4 Possessing teachers' abilities of applying micro lectures in teaching
6. Conclusion
6.1 Research findings
6.2 Limitation of the research
Bibliography
Appendix
【相似文獻】
本文編號：2855666
【學位單位】：華中師范大學
【學位級別】：碩士
【學位年份】：2018
【中圖分類】：G434;G633.41
【文章目錄】：
Acknowledgements
摘要
Abstract
1. Introduction
1.1 Background of the research
1.2 Purpose and significance of the research
1.3 Layout of the dissertation
2. Literature Review
2.1 Micro lecture
2.1.1 Definition of micro lecture
2.1.1.1 Definition of micro lecture abroad
2.1.1.2 Definition of micro lecture at home
2.1.2 Characteristics of micro lecture
2.1.3 Application of micro lecture
2.1.3.1 Application of micro lecture abroad
2.1.3.2 Application of micro lecture at home
2.1.4 Micro lecture in junior middle school
2.1.5 English micro lecture in junior middle school
2.2 Related concepts of teachers' professional development
2.2.1 Teachers'professional development
2.2.1.1 Definition of teacher professional development
2.2.1.2 The orientation of teachers'professional development
2.2.2 Foreign language teachers' professional development
2.2.2.1 Foreign language teachers' professional development abroad
2.2.2.2 Foreign language teacher professional development at home
2.2.3 Junior middle school English teachers' professional development
2.3 Related researches at home and abroad
2.3.1 English micro lecture in junior middle school
2.3.2 Junior middle school English teachers' professional development
2.3.3 The correlation between micro lecture and junior middle school Englishteachers'professional development
2.4 Comments on the researches at home and abroad
3. Research Methodology
3.1 Research questions
3.2 Research subjects
3.3 Research instruments
3.3.1 Questionnaire
3.3.2 Interview
3.4 Data collection and analysis
4. Results and Discussion
4.1 Basic information of the subjects in the research
4.1.1 Basic information of the teachers in the research
4.1.2 Teachers'computer skills
4.1.3 Characteristics of English classes in junior middle school
4.2 The requirements to the application of micro lectures in junior middle schoolbased on teachers' professional development
4.2.1 The Requirements of Professional Idea
4.2.2 The requirements of professional knowledge
4.2.3 The requirements of professional abilities
4.3 Current situation and the influence about application of micro lectures
4.3.1 Current situation about application of micro lectures
4.3.2 The influence of micro Lecture on junior middle school teaching
4.3.3 The influence of micro lecture on teachers'professional development
4.4 Factors affecting the application of micro lectures in English classes in juniormiddle school
4.4.1 Disorderly and unsystematic micro lecture platform
4.4.2 Poor conditions of the application of micro lectures in schools
4.4.3 Teachers' factors of the application of micro lectures
4.4.3.1 Teachers'negative attitude towards micro lectures
4.4.3.2 Teachers'limited knowledge about micro lectures
4.4.3.3 Teachers'poor abilities of designing, making and applying microlectures
5. Strategies for Promoting the Application of English Micro Lectures in JuniorMiddle School Based on Teachers' Professional Development
5.1 Perfecting the co-construction and sharing platform of micro lectures
5.1.1 Completing resource system of micro lectures
5.1.2 Improving the function modules of micro lectures
5.2 Optimizing environmental conditions of schools
5.2.1 Emphasizing the learning and training of micro lectures
5.2.2 Creating favorable incentive mechanism of micro lectures
5.2.3 Providing referable application pattern of micro lectures
5.2.4 Strengthening the guidance of experts in micro lectures application
5.3 Promoting teachers' teaching abilities of using micro lectures flexibly
5.3.1 Changing teachers'ideas and confirming aims of professional development
5.3.1.1 Renewing teachers' ideas of education and teaching
5.3.1.2 Cultivating teachers' interest in micro lectures
5.3.1.3 Strengthening teachers'awareness of using micro lectures in dailyteaching
5.3.2 Deepening teachers' understanding of micro lectures
5.3.3 Improving teachers' abilities of designing and making micro lectures
5.3.4 Possessing teachers' abilities of applying micro lectures in teaching
6. Conclusion
6.1 Research findings
6.2 Limitation of the research
Bibliography
Appendix
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