本文旨在研究中國新手英語教師教學(xué)信念相關(guān)問題,探究新手教師教學(xué)信念的來源及其如何影響教師的教學(xué)信念。新手教師的教學(xué)信念在其實(shí)際從事教學(xué)前就已形成,大多受到職前教育時(shí)期教師的教學(xué)方法、教學(xué)態(tài)度等因素影響。這些間接教學(xué)經(jīng)驗(yàn)逐漸在其腦海中形成初期的教學(xué)信念,影響他們之后對(duì)教學(xué)的認(rèn)識(shí)和看法。實(shí)際教學(xué)中,其教學(xué)信念受教學(xué)環(huán)境影響而發(fā)生變化。以往研究通常采用課堂觀察、問卷或訪談形式了解教師的想法或信念,對(duì)象多為已入職或師范專業(yè)畢業(yè)的教師。本研究選定三位來自不同地區(qū)并擁有不同教育背景的教師,其中一位為非師范專業(yè)畢業(yè),旨在探究職前教育和工作環(huán)境對(duì)新手教師教學(xué)信念的影響。本研究通過訪談讓教師完整敘述自己的學(xué)習(xí)和教學(xué)經(jīng)歷,將其講述寫成連貫篇章進(jìn)行分析,探究學(xué)習(xí)經(jīng)歷及教學(xué)環(huán)境對(duì)其教學(xué)信念的影響。結(jié)果表明,英語師范專業(yè)開設(shè)的課程讓新手教師有機(jī)會(huì)提前了解前沿教育理念、課堂活動(dòng)設(shè)計(jì)方法,一年的實(shí)習(xí)期對(duì)其認(rèn)識(shí)真實(shí)的一線教學(xué)、培養(yǎng)其教學(xué)能力、加深其對(duì)教學(xué)和學(xué)生的理解有很大幫助。非師范專業(yè)畢業(yè)的新手教師在課余時(shí)間參加過英語教學(xué)相關(guān)的兼職并向經(jīng)驗(yàn)教師學(xué)習(xí),從而初步形成了對(duì)教學(xué)和學(xué)生的信念。三位教師的教學(xué)信念總體保持一致,...

【文章頁數(shù)】：92 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要 Abstract Acknowledgements Chapter 1 Introduction
1.1 Teachers' Beliefs
1.2 EFL Teachers' Pedagogical Beliefs
1.3 Aims and Rationale
1.4 Organization of the Dissertation Chapter 2 Literature Review
2.1 Research on Novice Teachers
2.2 Research on Teachers' Beliefs and Teacher Preparation Programs
2.3 Research on Teachers' Beliefs and Working Enviornment Chapter 3 Methodology
3.1 Research questions
3.2 Research method
3.3 Participants
3.4 Data collection and analysis
    3.4.1 Interview
    3.4.2 Classroom observation Chapter 4 Ma's Pedagogical Beliefs and Personal Experiences as a Novice English Teacher
4.1 Ma's Story of his Teaching Profession
    4.1.1 Learning experience and passion for teaching
    4.1.2 Internship at a Local Public School
    4.1.3 Working as an EFL teacher in Ningxia province
4.2 Ma's Pedagogical Beliefs
    4.2.1 Beliefs about EFL teaching
    4.2.2 Beliefs about students
    4.2.3 Beliefs about teachers' role in the classroom
    4.2.4 Beliefs about student-teacher relationship
4.3 Influential factors for Ma' s pedagogical beliefs
    4.3.1 Teacher preparation program
    4.3.2 Teaching practicum
    4.3.3 Working experience in secondary schools
4.4 Summary Chapter 5 Tan's Pedagogical Beliefs and Personal Experiences as a Novice English Teacher
5.1 Tan's story of her teaching profession
    5.1.1 Learning experience and passion for teaching
    5.1.2 Internship at college and public high school
    5.1.3 Working as an EFL teacher in Ningxia province
5.2 Tan's Pedagogical Beliefs
    5.2.1 Beliefs about EFL teaching
    5.2.2 Beliefs about Students
    5.2.3 Beliefs about teachers' role in the class
    5.2.4 Beliefs about student-teacher relationship
5.3 Influential factors for Tan's pedagogical beliefs
    5.3.1 Teacher preparation program
    5.3.2 Teaching practicum
    5.3.3 Working experience in secondary schools
5.4 Summary Chapter 6 Chen's Pedagogical Beliefs and Personal Experiences as a Novice English Teacher
6.1 Chen's story of her teaching experience
    6.1.1 Learning experience and passion for teaching
    6.1.2 Internship at a local high school
    6.1.3 Working as an EFL teacher in Beijing
6.2 Chen's Pedagogical Beliefs
    6.2.1 Beliefs about EFL teaching
    6.2.2 Beliefs about students
    6.2.3 Beliefs about teachers' role in the class
    6.2.4 Beliefs about student-teacher relationship
6.3 Influential factors for Tan's pedagogical beliefs
    6.3.1 Teacher preparation program
    6.3.2 Teaching practicum
    6.3.3 Working experience in secondary schools
6.4 Summary Chapter 7 Discussion
7.1 Novice Teachers' Pedagogical Beliefs
    7.1.1 Beliefs about EFL teaching
    7.1.2 Beliefs about students
    7.1.3 Beliefs about teachers' role in the class
    7.1.4 Beliefs about student-teacher relationship
7.2 The influence of pre-service learning experience
7.3 The influence of working experience Chapter 8 Conclusion
8.1 Pedagogical Beliefs of the Novice and Influential Factors
8.2 Limitations and Implications Reference Appendix



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