職前教師教育的質量問題一直是國內(nèi)外相關學者所長期關注的。隨著教師專業(yè)化的進一步推行和新課改的全面展開,職前教師教育(師范教育)中傳統(tǒng)教學途徑的弊端日漸凸顯,改變職前教師教育的落后狀況,引入行之有效的教學方法的呼聲不容忽視。“示范”(modelling)作為一種教學方法,在以往的相關研究中并未受到充分的重視。然而,隨著職前教師教育研究的深入,越來越多的學者將這一方法運用到教學中去�！笆痉丁北徽J為是職前教師教育的有效途徑,它的重要性亦日益顯現(xiàn)。本文旨在探索在某師范大學外國語學院英語專業(yè)的RICH教育之下:1)“示范”這一教學方法有何特征;2)“示范”教學在哪些方面、何種程度上提高職前教師教育的質量。本研究在一年級綜合英語課上進行,研究對象是英本0705班和RICH課程改革群體的核心成員、該科任課教師Haifen。本研究所采用的研究方法有敘事研究(Narrative inquiry)、個案研究(Case study method)、觀察法和采訪等等。所收集的數(shù)據(jù)時間上為一個學期,數(shù)據(jù)形式有班級錄音、現(xiàn)場筆記、學生的PPT課件和學習檔案、采訪對話錄音,以及其他研究者的相關著作等。在對這些數(shù)據(jù)的... 

【文章來源】：浙江師范大學浙江省

【文章頁數(shù)】：86 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Table of Contents
Chapter One Introduction
    1.1 The origin of the study
    1.2 Aim and the rational for the study
    1.3 The structure of the thesis
Chapter Two Literature Review
    2.1 Introduction
    2.2 Status quo of pre-service English teacher education in China
    2.3 Searching for effective teacher education in the West
    2.4 Modelling approach
        2.4.1 Theoretical basis of modelling
        2.4.2 Goals of modelling
        2.4.3 Relevant researches about modelling
    2.5 RICH education
        2.5.1 A brief introduction of RICH education
        2.5.2 Defining modelling in RICH education
Chapter Three Methodology
    3.1 Research setting
    3.3 Participants
    3.4 Research methods
        3.4.1 Case study
        3.4.2 Narrative inquiry
    3.5 Data collection
    3.6 Data analysis
Chapter Four Results of Narrative Inquiry
    Scenario 1 "Teach us what you have learned"
    Scenario 2 "Developing curriculum resources---we do it naturally"
    Scenario 3 "I believe you have developed the ability to assess other's work"
    Scenario 4 "Interaction with students is important"
Chapter Five Analysis and Discussion
    5.1 Introduction
    5.2 The features of modelling in RICH education
        5.2.1 Learning embedded in experience
        5.2.2 Making pre-service teachers central to the learning process
        5.2.3 Enhancing learning about teaching through reflection
        5.2.4 Facilitating the translation to the pre-service teachers' own practices
    5.3 The impact of modelling on pre-service English teacher education
        5.3.1 Pre-service teachers as curriculum resources developers
        5.3.2 Pre-service teachers as communicators
        5.3.3 Pre-service teachers as evaluators
        5.3.4 Pre-service teachers as reflective learners
    5.4 Summary
    5.5 Some implications
Chapter Six Conclusion
References
Appendices
    Appendix 1 Fangfang teaches subjunctive mood
    Appendix 2 Data from a conversation with a student after presentation
    Appendix 3 Students' comments on others' portfolios
    Appendix 4 Conversation between Haifen and students after the presentation
    Appendix 5 在讀期間發(fā)表的論文


【參考文獻】：
期刊論文
[1]RICH教學中的探究式教學理念及其實現(xiàn)[J]. 胡美馨.  哈爾濱學院學報. 2005(12)
[2]英語師范生的專業(yè)成長:3DR課程實驗總結[J]. 王蓉,韓剛.  海南師范學院學報(社會科學版). 2005(01)
[3]英語師范生教師教育課程改革:"3DR"課程方案[J]. 韓剛,李慶.  海南師范學院學報(社會科學版). 2005(01)
[4]RICH教學學生學習檔案評估模式研究[J]. 黃愛鳳.  浙江師范大學學報. 2004(01)
[5]探討大學專業(yè)英語學生綜合素質培養(yǎng)模式——RICH教學介紹和研究[J]. 黃愛鳳,胡美馨.  山東外語教學. 2003(05)
[6]關于教師的敘事研究[J]. 王枬.  全球教育展望. 2003(04)
[7]RICH教學法與傳統(tǒng)教學法學生學習態(tài)度等若干問題的對比研究[J]. 黃愛鳳.  北京第二外國語學院學報. 2002(02)
[8]RICH教學模式——師范英語專業(yè)綜合英語課改革探索[J]. 黃愛鳳,鄭志戀,胡美馨.  國外外語教學. 2000(02)

碩士論文
[1]英語教師話語的互動特征分析[D]. 管秀梅.南京師范大學 2007



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