近年來(lái),隨著基礎(chǔ)教育改革的不斷發(fā)展,職前英語(yǔ)教師實(shí)踐性知識(shí)的建構(gòu)也越來(lái)越受到關(guān)注。教師實(shí)踐性知識(shí)是教師真正信奉的,在日常的教育教學(xué)實(shí)踐中實(shí)際使用和表現(xiàn)出來(lái)的,關(guān)于教育教學(xué)的知識(shí),是一種與情境相適應(yīng)的動(dòng)態(tài)的知識(shí)體系。英語(yǔ)教育碩士是英語(yǔ)職前教師的一種,他們?cè)诋厴I(yè)前,一般都要進(jìn)行教育實(shí)習(xí)。教育實(shí)習(xí)是職前教師專業(yè)發(fā)展的重要階段,可以讓他們體驗(yàn)學(xué)校生活,接觸教師工作,是實(shí)踐性知識(shí)發(fā)展的重要場(chǎng)域。本研究基于社會(huì)學(xué)習(xí)理論和體驗(yàn)學(xué)習(xí)理論,試圖探究教育實(shí)習(xí)對(duì)于英語(yǔ)教育碩士教師實(shí)踐性知識(shí)的影響。因此本文對(duì)來(lái)自于華中師范大學(xué)的52名英語(yǔ)教育碩士進(jìn)行調(diào)查研究,主要通過(guò)問(wèn)卷調(diào)查和半結(jié)構(gòu)化訪談來(lái)收集數(shù)據(jù)。問(wèn)卷數(shù)據(jù)用SPSS19.0數(shù)據(jù)分析系統(tǒng)及微軟EXCEL進(jìn)行了處理,隨后選取來(lái)自不同實(shí)習(xí)學(xué)校的10名教育碩士進(jìn)行了訪談?dòng)靡詫?duì)定量數(shù)據(jù)的補(bǔ)充說(shuō)明。所有的數(shù)據(jù)用于回答2個(gè)主要問(wèn)題:1.教育實(shí)習(xí)總體上對(duì)英語(yǔ)教育碩士習(xí)得實(shí)踐性知識(shí)有什么樣的影響?2.教育實(shí)習(xí)中的關(guān)鍵活動(dòng)對(duì)于英語(yǔ)教育碩士實(shí)踐性知識(shí)各個(gè)維度分別具有什么樣的影響?研究結(jié)果表明:第一,整體上教育實(shí)習(xí)對(duì)于英語(yǔ)教育碩士實(shí)踐性知識(shí)的習(xí)得有積極影響。教育實(shí)習(xí)后英語(yǔ)教育碩士... 

【文章頁(yè)數(shù)】：70 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
1. Introduction
    1.1 Research background
    1.2 Research purpose and significance
        1.2.1 Research purpose
        1.2.2 Research significance
    1.3 Layout of the dissertation
2. Literature Review
    2.1 Teaching practicum
        2.1.1 Definitions of teaching practicum
        2.1.2 The importance of teaching practicum
    2.2 Teachers' practical knowledge
        2.2.1 Definitions of teachers' practical knowledge
        2.2.2 Construction of teachers' practical knowledge
        2.2.3 Sources of teachers' practical knowledge
    2.3 Previous study on the influence of teaching practicum on teachers'practical knowledge
        2.3.1 Research abroad
        2.3.2 Research at home
    2.4. Theoretical bases
        2.4.1 Bandura's Social Learning Theory
        2.4.2 Experiential Learning Theory
3. Research Design
    3.1 Research questions
    3.2 Research context and participants
    3.3 Research instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Data collection and analysis
4. Results and Discussion
    4.1 The overall influence of teaching practicum on teachers' practicalknowledge
        4.1.1 Knowledge of curriculum
        4.1.2 Knowledge of classroom organization and management
        4.1.3 Knowledge of teaching aids using
        4.1.4 Knowledge of teaching strategies
        4.1.5 Knowledge of teacher-self
    4.2 The impact of specific practicum activities on teachers' practicalknowledge
        4.2.1 Knowledge of curriculum
        4.2.2 Knowledge of classroom organization and management
        4.2.3 Knowledge of teaching aids using
        4.2.4 Knowledge of teaching strategies
        4.2.5 Knowledge of teacher-self
5. Conclusions and Implications
    5.1 Summary of findings
    5.2 Implications
        5.2.1 Implications for masters of English Education
        5.2.2 Implications for the School of Foreign Languages
    5.3 Limitations
Bibliography
Appendix Ⅰ
Appendix Ⅱ



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