反思即自我反省,意指個體通過對行為的思考,批判性地分析其行為問題的一種能力。在教學(xué)實踐中,反思是指教師通過對自身教學(xué)行為的批判性分析,使其不斷地發(fā)現(xiàn)教學(xué)問題并改善其自身的教學(xué)。反思對教師的促進作用越來越被認可。大學(xué)青年教師是大學(xué)教師群體的基石。因此,研究大學(xué)青年教師反思能力對提高大學(xué)英語教學(xué)效果非常重要。因此,本研究旨在研究以下三個問題:（1）大學(xué)英語青年教師反思內(nèi)容有哪些?（2）大學(xué)英語青年教師的反思能力與其自身專業(yè)化發(fā)展之間的關(guān)系是什么?（3）大學(xué)英語青年教師在反思時取得的收獲和遇到的阻礙是什么?本研究綜合質(zhì)性與量化的研究方法,試圖探究教師的反思及反思能力與其自身專業(yè)化發(fā)展之間的關(guān)系。本研究選取沈陽師范大學(xué)大學(xué)外語教學(xué)部、外國語學(xué)院、國際商學(xué)院中50名教師為研究對象,對其進行問卷調(diào)查,并選取其中5名教師對其進行課堂觀察和訪談,觀察周期共計15周。本研究采用問卷法、課堂觀察法和訪談法,其中調(diào)查問卷所得的數(shù)據(jù)使用SPSS16.0進行分析。研究結(jié)果如下:（1）在問卷調(diào)查的七個反思方面中（實踐反思、道德反思、課堂管理反思、認知反思、情感反思、元認知反思及批判性思維反思）,大學(xué)英語青年教師在... 

【文章來源】：沈陽師范大學(xué)遼寧省

【文章頁數(shù)】：92 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
摘要 (Abstract in Chinese)
Abstract
List of Abbreviations
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Significance and Purpose of the Study
    1.3 Organization of the Study
Chapter 2 Literature Review
    2.1 Reflection and Reflective Competence
        2.1.1 Definitions of Reflection
        2.1.2 Structures of Reflection
            2.1.2.1 Types and Methods of Reflection
            2.1.2.2 Levels of Reflection
            2.1.2.3 Content of Reflection
            2.1.2.4 Models of Reflection
            2.1.2.5 Supports and Barriers in Reflection
    2.2 Theoretical Foundation—Constructivism
        2.2.1 Definition of Constructivism
        2.2.2 Concepts of Knowledge, Learning and Learner in Constructivism
        2.2.3 Concept of Teaching in Constructivism
    2.3 Reflection and Constructivism
    2.4 The Study of Reflection at Home and Abroad
        2.4.1 The Study of Reflection Abroad
        2.4.2 The Study of Reflection at Home
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Research Design
        3.2.1 Participants
        3.2.2 Instruments
        3.2.3 Procedures
        3.2.4 Data Collection
Chapter 4 Results and Discussion
    4.1 Results and Discussions of the Questionnaire
        4.1.1 Results and Discussions of Practical Reflection
        4.1.2 Results and Discussions of Reflection of Cognition
        4.1.3 Results and Discussions of Reflection of Affection
        4.1.4 Results and Discussions of Reflection of Metacognition
        4.1.5 Results and Discussions of Critical Reflection
        4.1.6 Results and Discussions of Reflection of Morality
        4.1.7 Results and Discussions of Reflection of Classroom Management
    4.2 Results and Discussions of the Classroom Observations
        4.2.1 Results and Discussions of Jane’s Classroom Observation
        4.2.2 Results and Discussions of Joy’s Classroom Observation
        4.2.3 Results and Discussions of Annie’s Classroom Observation
        4.2.4 Results and Discussions of Dora’s Classroom Observation
        4.2.5 Results and Discussions of Chloe’s Classroom Observation
    4.3 Results and Discussions of the Interviews
        4.3.1 Ways of Reflection
        4.3.2 The Awareness of Reflection
        4.3.3 The Relationship with Students
        4.3.4 The Awareness of Metacognition
        4.3.5 The Critical Spirit in Teaching
        4.3.6 The Establishment of Morality
        4.3.7 The Understanding of Classroom Management
        4.3.8 The Highs and Lows in Reflection
        4.3.9 The Relationship between Reflection and Professional Development
Chapter 5 Conclusion
    5.1 Major Findings of the Study
    5.2 Limitations of the Study
    5.3 Implications of the Study
    5.4 Recommendations for Furthur Study
Bibliography
Appendix 1
Appendix 2
Appendix 3
Resume


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