本文選題：小學(xué)　切入點(diǎn)：新任英語(yǔ)教師　出處：《杭州師范大學(xué)》2015年碩士論文

【摘要】：隨著基礎(chǔ)教育課程的實(shí)施和小學(xué)英語(yǔ)教學(xué)改革的深入進(jìn)行,對(duì)新任英語(yǔ)教師的教學(xué)要求越來(lái)越高,一方面希望他們迅速進(jìn)入教師角色,一方面關(guān)注教師的長(zhǎng)遠(yuǎn)發(fā)展。國(guó)內(nèi)外不少語(yǔ)言教育教學(xué)專家對(duì)語(yǔ)言教師的專業(yè)發(fā)展展開(kāi)內(nèi)涵討論和探索,對(duì)語(yǔ)言教師專業(yè)化發(fā)展的有效途徑進(jìn)行了研究,提出了很多有指導(dǎo)性的觀點(diǎn)和理論。前人在教師專業(yè)發(fā)展的實(shí)踐中提及了課堂觀察,但是很少有系統(tǒng)地建立在課堂觀察對(duì)于小學(xué)英語(yǔ)新任教師專業(yè)發(fā)展影響的行動(dòng)研究�；诖�,筆者在本研究中提出如下問(wèn)題：1、課堂觀察是如何影響新任教師的專業(yè)發(fā)展?2、課堂觀察與傳統(tǒng)的聽(tīng)評(píng)課對(duì)于教師發(fā)展的作用有何不同?3、教師在課堂中扮演怎樣的角色?課堂觀察對(duì)此有何積極引導(dǎo)?4、課堂觀察在教師發(fā)展過(guò)程中有否消極影響?筆者通過(guò)與我校新任英語(yǔ)教師合作形成觀察小組、分步驟分校區(qū)進(jìn)行行動(dòng)研究。研究過(guò)程中涉及了問(wèn)卷、訪談、觀察、個(gè)案、反思等定量和定性的研究方法。本研究歷時(shí)5個(gè)月,通過(guò)對(duì)新任教師的課堂觀察取得以下發(fā)現(xiàn)：1、課堂觀察有助于新任教師增強(qiáng)職業(yè)規(guī)劃的意識(shí),堅(jiān)定教師專業(yè)發(fā)展的信仰,同時(shí)新任教師的職業(yè)歸屬和角色得到改善,同事關(guān)系更加緊密互助。2、與傳統(tǒng)聽(tīng)評(píng)課相比,課堂觀察通過(guò)一系列觀察、行動(dòng)、反思的循環(huán)幫助新任教師的專業(yè)素養(yǎng)得到進(jìn)步,特別體現(xiàn)在自主發(fā)展和合作意識(shí)方面。3、教師在課堂中要關(guān)注不同年級(jí)兒童的身心特點(diǎn),采用不同的教學(xué)策略、評(píng)價(jià)語(yǔ)和教態(tài)。課堂觀察和反思有助于教師及時(shí)發(fā)現(xiàn)問(wèn)題,促進(jìn)師生關(guān)系更加和諧。4、課堂觀察難免會(huì)使學(xué)生分心,觀察前和觀察后的會(huì)議會(huì)對(duì)教師個(gè)體的思考有一定限制。綜上,此研究成果豐富了對(duì)小學(xué)新任英語(yǔ)教師發(fā)展的認(rèn)識(shí),為英語(yǔ)教師的持續(xù)發(fā)展提供了新的視角,對(duì)小學(xué)英語(yǔ)教師在職初重視和尋求自身專業(yè)持續(xù)發(fā)展,加強(qiáng)教師之間的交際與師生間交往,增強(qiáng)新任英語(yǔ)教師學(xué)科知識(shí)與教學(xué)實(shí)踐的結(jié)合,促進(jìn)英語(yǔ)教學(xué)的發(fā)展有重要的借鑒和啟示作用。
[Abstract]:With the implementation of basic education curriculum and the further reform of English teaching in primary schools, the teaching requirements of new English teachers are becoming higher and higher. On the one hand, it is hoped that they will enter the role of teachers quickly, and on the other hand, they will pay close attention to the long-term development of teachers.Previous scholars mentioned classroom observation in the practice of teachers' professional development, but rarely systematically established an action study on the impact of classroom observation on the professional development of new English teachers in primary schools.Based on this, the author raises the following question: 1: 1, how does classroom observation affect the professional development of new teachers? what is the difference between classroom observation and traditional listening and evaluating courses for teachers' development? 3. What role does the teacher play in the classroom?What is the positive guidance of classroom observation in this regard? does classroom observation have any negative effects on the development of teachers?By cooperating with new English teachers in our school to form observation groups, the author conducts action research in a step-by-step branch school area.The research involved quantitative and qualitative methods such as questionnaire, interview, observation, case study and reflection.This study lasted for five months, through the classroom observation of new teachers to make the following findings: 1. Classroom observation helps new teachers enhance their awareness of career planning and strengthen their belief in professional development.At the same time, the professional attribution and role of new teachers have been improved, and the relationship between colleagues and colleagues has been improved. Compared with traditional listening and evaluating classes, classroom observation helps new teachers improve their professional quality through a series of observation, action and reflection cycles.In particular, teachers should pay attention to the physical and mental characteristics of children in different grades, adopt different teaching strategies, evaluate language and teaching state.Classroom observation and reflection can help teachers find problems in time and promote the relationship between teachers and students to be more harmonious .4. classroom observation will inevitably distract students. The meetings before and after observation will limit teachers' individual thinking to a certain extent.To sum up, the research results enrich the understanding of the development of new English teachers in primary schools, provide a new perspective for the sustainable development of English teachers, attach importance to primary school English teachers at the beginning of their service and seek their own professional sustainable development.Strengthening the communication between teachers and teachers, strengthening the combination of new English teachers' knowledge and teaching practice, and promoting the development of English teaching have important reference and enlightenment function.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.31

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 王永梅;通過(guò)同事互助聽(tīng)課制促進(jìn)英語(yǔ)教師的職業(yè)發(fā)展[J];國(guó)外外語(yǔ)教學(xué);2004年02期

相關(guān)碩士學(xué)位論文 前1條

1 宮兆鑫;教師課堂觀察能力結(jié)構(gòu)研究[D];上海師范大學(xué);2013年

，

本文編號(hào)：1716547