本文選題：反思性教學(xué)　切入點(diǎn)：大學(xué)英語新手教師　出處：《沈陽師范大學(xué)》2013年碩士論文

【摘要】：近年來，教師發(fā)展的研究已經(jīng)從對(duì)教育方法的探討轉(zhuǎn)向?qū)處煂I(yè)化發(fā)展的探索上來，教育改革對(duì)教師的觀念和行為提出了新要求，傳統(tǒng)的教學(xué)方法已經(jīng)不能滿足學(xué)生的需求。反思性教學(xué)就是在教育改革中蓬勃發(fā)展起來的一種教學(xué)理論思潮。反思性實(shí)踐是指教師在解決問題，做出決定和進(jìn)行復(fù)雜思考的自我反思的過程，它是一種能夠改進(jìn)傳統(tǒng)方法上教師職業(yè)發(fā)展的教學(xué)方法。在反思性教學(xué)與教師發(fā)展的關(guān)系中，反思是手段，發(fā)展是目的。提倡反思性教學(xué)，，培養(yǎng)反思型教師是教師專業(yè)發(fā)展的重要任務(wù)。因此，如何運(yùn)用反思性教學(xué)來幫助教師發(fā)展，特別是對(duì)新手教師的發(fā)展是本論文的研究重點(diǎn)。 本論文以反思性教學(xué)為研究重點(diǎn)，包括研究其定義、理論基礎(chǔ)、特點(diǎn)、方法和模型等方面，同時(shí)對(duì)新手教師專業(yè)發(fā)展的狀況進(jìn)行了概述，探討一條適合我國大學(xué)新手英語教師專業(yè)發(fā)展的有效途徑。作者選擇沈陽師范大學(xué)等4所學(xué)校的20名英語新手教師作為研究對(duì)象，通過運(yùn)用調(diào)查問卷、深度訪談、觀察及文獻(xiàn)等研究方法，進(jìn)行歷時(shí)十五周的調(diào)查研究，找出在反思性教學(xué)活動(dòng)中的教師專業(yè)發(fā)展的變化狀況，分析討論以下幾個(gè)問題： 1）目前，反思性教學(xué)理論在大學(xué)新手英語教師中的應(yīng)用情況如何？ 2）對(duì)于大學(xué)英語新手教師來說，反思性教學(xué)是否對(duì)其教學(xué)想法，教學(xué)行為，教學(xué)方法和教學(xué)效果帶來改變？如有改變，這種改變是否有益處？ 3）對(duì)于大學(xué)英語新手教師來說，反思性教學(xué)究竟如何影響其專業(yè)發(fā)展？ 通過對(duì)調(diào)查問卷、深度訪談以及課堂觀察進(jìn)行了定性與定量的分析，本研究發(fā)現(xiàn)如下成果： 1）反思性活動(dòng)之前，20名大學(xué)新手英語教師對(duì)反思性教學(xué)的了解以及在課堂上應(yīng)用反思性教學(xué)的情況較少。 2）反思性活動(dòng)之后，20名大學(xué)新手英語教師對(duì)反思性教學(xué)有了一定的了解，并且可以將其方法應(yīng)用于課堂教學(xué)中。同時(shí)反思性教學(xué)對(duì)他們的教學(xué)想法，教學(xué)行為，教學(xué)方法和教學(xué)行為都帶來了改變，并對(duì)其課堂教學(xué)有所幫助�？傊麄冎饾u學(xué)會(huì)了運(yùn)用這種新的教學(xué)方式來提高其教學(xué)水平。 3）反思性活動(dòng)之后，20名大學(xué)新手英語教師通過在課堂上運(yùn)用反思性教學(xué)方法，能及時(shí)發(fā)現(xiàn)教學(xué)過程中的問題，并對(duì)課堂信息進(jìn)行分析、評(píng)價(jià)，從實(shí)踐中探索并獲得益處，揭示了反思性教學(xué)和新手教師專業(yè)發(fā)展的關(guān)系。 因此，本研究發(fā)現(xiàn)反思性教學(xué)為大學(xué)英語新手教師提供了一種新的授課方式。新手教師們通過教學(xué)反思、教師調(diào)整、優(yōu)化其教學(xué)行為來組織課堂教學(xué)、指導(dǎo)學(xué)生學(xué)習(xí)、啟發(fā)學(xué)生思維，最后解決實(shí)際教學(xué)中的問題，達(dá)到預(yù)期的教學(xué)效果。反思性教學(xué)在外語教學(xué)中的應(yīng)用無疑會(huì)有力地促進(jìn)教師素質(zhì)的提高，促進(jìn)教師自我發(fā)展。因此，反思性教學(xué)能力是教師應(yīng)具備的重要素質(zhì),也是當(dāng)前外語教師教育的核心問題。
[Abstract]:In recent years, the research of teachers' development has changed from the exploration of educational methods to the exploration of teachers' professional development. The educational reform has put forward new requirements for teachers' concepts and behaviors, and the traditional teaching methods can no longer meet the needs of students.Reflective teaching is a trend of thought in teaching theory which develops vigorously in educational reform.Reflective practice is a process of self-reflection in solving problems, making decisions and making complex thinking. It is a teaching method that can improve the professional development of teachers in traditional methods.In the relationship between reflective teaching and teacher development, reflection is the means and development is the end.To promote reflective teaching and cultivate reflective teachers is an important task for teachers' professional development.This paper focuses on reflective teaching, including its definition, theoretical basis, characteristics, methods and models, and summarizes the professional development of novice teachers.To explore an effective way for the professional development of new English teachers in Chinese universities.The author chooses 20 English novice teachers from four schools, including Shenyang normal University, as the research object, and carries out a 15-week investigation by means of questionnaire, in-depth interview, observation and literature.To find out the changes of teachers' professional development in reflective teaching activities, and analyze and discuss the following problems:1) at present, what is the application of reflective teaching theory in college English teachers?2) for new college English teachers, does reflective teaching bring about changes in teaching ideas, teaching behaviors, teaching methods and teaching effects?If there are changes, will such changes be beneficial?3) for the novice college English teachers, how does reflective teaching affect their professional development?Through qualitative and quantitative analysis of questionnaires, in-depth interviews and classroom observations, this study finds the following results:1) before the reflective activities, 20 new college English teachers had less understanding of reflective teaching and the application of reflective teaching in the classroom.2) after the reflective activities, 20 new college English teachers have a certain understanding of reflective teaching, and can be applied to classroom teaching.At the same time, reflective teaching has brought changes to their teaching ideas, teaching behaviors, teaching methods and teaching behaviors, and it is also helpful to their classroom teaching.In short, they gradually learned to use this new teaching method to improve their teaching level.3) after the reflective activities, 20 new college English teachers can discover the problems in the teaching process in time by using reflective teaching methods in the classroom, and analyze and evaluate the classroom information to explore and gain benefits from the practice.It reveals the relationship between reflective teaching and the professional development of novice teachers.Therefore, this study finds that reflective teaching provides a new teaching method for novice college English teachers.The novice teachers organize the classroom teaching, instruct the students to study, inspire the students' thinking through teaching reflection, teachers adjust and optimize their teaching behavior, finally solve the problems in actual teaching, and achieve the expected teaching effect.The application of reflective teaching in foreign language teaching will undoubtedly promote teachers' quality and teachers' self-development.Therefore, reflective teaching ability is an important quality that teachers should possess, and it is also the core problem of current foreign language teachers' education.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H319;G645.1

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