職前英語(yǔ)教師教學(xué)方法信念發(fā)展之?dāng)⑹绿骄?/H1>
發(fā)布時(shí)間：2024-07-02 02:33
近些年來(lái),隨著外語(yǔ)教學(xué)和教師認(rèn)知研究的發(fā)展,外語(yǔ)教師教學(xué)信念的研究逐漸成為國(guó)內(nèi)外學(xué)者關(guān)注的焦點(diǎn)。作為教學(xué)實(shí)踐的重要驅(qū)動(dòng)力,教學(xué)信念將會(huì)對(duì)實(shí)際的課堂教學(xué)產(chǎn)生十分重要的影響。在這一領(lǐng)域研究最多的是教學(xué)信念和教學(xué)行為的關(guān)系以及影響二者之間關(guān)系的影響因素。大多數(shù)研究采用的是個(gè)案研究,研究對(duì)象多為大學(xué)英語(yǔ)教師或者經(jīng)驗(yàn)型教師,對(duì)職前英語(yǔ)教師的研究較少。因此,在前人研究的基礎(chǔ)上,本研究旨在探究職前英語(yǔ)教師在教育實(shí)踐過(guò)程中教學(xué)方法信念發(fā)展變化的特征。具體而言,主要包括三個(gè)部分:關(guān)于激發(fā)學(xué)生學(xué)習(xí)的信念,關(guān)于如何處理學(xué)生課堂回復(fù)的信念以及對(duì)發(fā)展學(xué)生口頭表達(dá)能力所采用策略的信念。本研究以課堂觀察、對(duì)話(huà)以及反思日志收集作為數(shù)據(jù)收集的方法,以就讀于某一重點(diǎn)師范大學(xué)一名教育碩士作為研究對(duì)象,采用敘事探究的方法探索以下兩個(gè)疑題:(1)職前英語(yǔ)教師Wendy在教育實(shí)踐中教學(xué)方法信念發(fā)展呈現(xiàn)出哪些特征?(2)這些特征是如何被社會(huì)、文化和機(jī)構(gòu)敘事所影響和塑造的?研究發(fā)現(xiàn),Wendy的教學(xué)方法信念發(fā)展是一個(gè)復(fù)雜的過(guò)程,主要呈現(xiàn)出三個(gè)特征。第一,教學(xué)方法信念發(fā)展是一個(gè)動(dòng)態(tài)的過(guò)程,并且在整個(gè)實(shí)習(xí)過(guò)程中一直保持某種程度的變化。在...
【文章頁(yè)數(shù)】：59 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 justifications
1.2.1 Personal justification
1.2.2 Practical justification
1.2.3 Social justification
1.3 Structure of the thesis
2. Literature Review
2.1 Definitions of teaching method belief
2.2 Dimensions of teaching method beliefs
2.3 Teaching beliefs and teaching behavior
2.3.1 Consistent findings between teaching beliefs and behaviors
2.3.2 Inconsistent findings between teaching beliefs and behaviors
2.4 Summary
3. Research Design
3.1 Research method-narrative inquiry
3.2 Research puzzles
3.3 Participant selection
3.4 Data collection methods
3.4.1 Field observation
3.4.2 Conversations
3.4.3 Teaching journal records
3.5 Data analysis
4. Wendy's story: the formation and transformation of her teaching method beliefs
4.1 The formation of Wendy's teaching method beliefs
4.1.1 Wendy's student life
4.1.2 Wendy's life as a rural support teacher
4.2 Transformation of Wendy's teaching method beliefs
4.2.1 Beliefs about motivating students
4.2.2 Beliefs about dealing with student responses
4.2.3 Beliefs about instructional strategies for developing oral skills
5. Unpacking of Wendy's story
5.1 Development of beliefs toward motivating students
5.2 Development of beliefs toward dealing with student responses
5.3 Development of beliefs toward instructional strategies for developing oralskills
5.4 Characteristics of the development of Wendy's teaching method beliefs
6. Conclusions and Implications
6.1 Major findings
6.2 Implications
6.3 Limitations
6.4 Reflection on this study
Bibliography
Appendix
本文編號(hào)：3999557
本文鏈接：http://sikaile.net/jiaoyulunwen/gaodengjiaoyulunwen/3999557.html
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【文章頁(yè)數(shù)】：59 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 justifications
1.2.1 Personal justification
1.2.2 Practical justification
1.2.3 Social justification
1.3 Structure of the thesis
2. Literature Review
2.1 Definitions of teaching method belief
2.2 Dimensions of teaching method beliefs
2.3 Teaching beliefs and teaching behavior
2.3.1 Consistent findings between teaching beliefs and behaviors
2.3.2 Inconsistent findings between teaching beliefs and behaviors
2.4 Summary
3. Research Design
3.1 Research method-narrative inquiry
3.2 Research puzzles
3.3 Participant selection
3.4 Data collection methods
3.4.1 Field observation
3.4.2 Conversations
3.4.3 Teaching journal records
3.5 Data analysis
4. Wendy's story: the formation and transformation of her teaching method beliefs
4.1 The formation of Wendy's teaching method beliefs
4.1.1 Wendy's student life
4.1.2 Wendy's life as a rural support teacher
4.2 Transformation of Wendy's teaching method beliefs
4.2.1 Beliefs about motivating students
4.2.2 Beliefs about dealing with student responses
4.2.3 Beliefs about instructional strategies for developing oral skills
5. Unpacking of Wendy's story
5.1 Development of beliefs toward motivating students
5.2 Development of beliefs toward dealing with student responses
5.3 Development of beliefs toward instructional strategies for developing oralskills
5.4 Characteristics of the development of Wendy's teaching method beliefs
6. Conclusions and Implications
6.1 Major findings
6.2 Implications
6.3 Limitations
6.4 Reflection on this study
Bibliography
Appendix
本文編號(hào)：3999557
本文鏈接：http://sikaile.net/jiaoyulunwen/gaodengjiaoyulunwen/3999557.html
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