小學(xué)英語教育的變革對英語教師提出來新時代的要求和標(biāo)準(zhǔn)。雖然傳統(tǒng)的老師控制的課堂模式逐漸演變成以學(xué)生為中心,但教師在課堂的教學(xué)當(dāng)中仍然扮演不能忽視的關(guān)鍵作用。教師的影響力主要體現(xiàn)在教授知識、輔助學(xué)生學(xué)習(xí)、教會學(xué)生學(xué)會學(xué)習(xí)等方面。另外,教師在課堂上所扮演的角色任務(wù)不斷延伸,而教師自身的思想觀念和角色意識總是得不到提升,使得教師無法自主反思自身角色理念,教師無法自覺構(gòu)建和提升自我角色意識。本文結(jié)合研究內(nèi)容,確定了文獻研究與實證研究的結(jié)合,即首先進行文獻分析和理論解讀,對近年來與教師角色意識相關(guān)的書籍、期刊和論文進行了較為全面的檢索,并在此基礎(chǔ)上進行了實證研究。對這些文獻進行分析,提出從建構(gòu)主義的角度對教師角色意識進行研究。通過問卷法來了解一線英語教師關(guān)于角色意識的真實想法,通過課堂觀察法來詳細記錄教師的真實課堂表現(xiàn),同時,還對被觀察教師所在的班級學(xué)生發(fā)放問卷,主要為了研究學(xué)生對教師在課堂上扮演的角色的期待與教師對自身所扮演角色的角色意識之間是否有差距,教師自身角色意識與其課堂實際教學(xué)行為是否存在差距,教師課堂實際教學(xué)行為是否滿足學(xué)生對教師的角色期待。調(diào)查結(jié)果顯示,三者之間存在一定的差距。其個... 

【文章來源】：贛南師范大學(xué)江西省

【文章頁數(shù)】：79 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgement
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
    1.3 composition of the thesis
Chapter Two Literature Review
    2.1 Studies on English Teachers’role
        2.1.1 Foreign Studies on English Teachers’Roles
        2.1.2 Domestic Studies on English Teacher Roles
    2.2 Studies on English Teachers’Role Consciousness
        2.2.1 Foreign Studies on Teaches’Role Consciousness
        2.2.2 Domestic Studies on Teaches’Role Consciousness
    2.3 Theoretical Foundation for This Study
        2.3.1 Constructivism
        2.3.2 Classroom Management
    2.4 Summary
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 The Questionnaire for Students and Teachers
        3.3.2 Classroom Observation
    3.4 Research Methods
    3.5 Research Procedures
Chapter Four Data Analysis
    4.1 Overall Description of the Data
        4.1.1 Students’Expectation of Teachers’Roles
        4.1.2 Teachers’consciousness of Their Roles and Their ClassroomTeaching Performance
        4.1.3 Teachers’Actual Performance on Classroom Teaching
        4.1.4 Students’Feedback of Teachers’Actual Classroom TeachingPerformance
    4.2 The Comparison Between Students’Expectation and Teachers’consciousnessof Teacher’Roles
    4.3 The Comparison Between Teachers’consciousness of Their ClassroomTeaching Performance and Their Actual Performances
        4.3.1General Analysis of Statistical Results
        4.3.2.Further Analysis of Statistical Results
    4.4 The Comparison Between Teachers’Actual Performance in ClassroomTeaching and Students’Feedback of That
        4.4.1General Analysis of Statistical Results
        4.4.2 Further Analysis of Statistical Results
Chapter Five Discussion
    5.1 Discussion on the Differences
        5.1.1 Reasons for Differences between Students’expectation and Teachers’consciousness on Teachers’Roles
        5.1.2 Reasons for Differences between Teachers’consciousness of Theirown Performance and Their Actual Performances on ClassroomTeaching
        5.1.3 Reasons for Differences between Teachers’Actual Performances onClassroom Teaching and Students’Feedback of That
    5.2 Discussion on possibleways to Reduce the Differences
        5.2.1 Possible Ways to Reduce the Difference between Students’Expectation and Teachers’consciousness of Teachers’Roles
        5.2.2 Ways to Reduce the Difference between Teachers’Consciousness ofTeachers’roles and Their Actual Performances in ClassroomTeaching
        5.2.3 Ways to Reduce the Differences between Teachers actual Performancein Classroom Teaching and Students’Feedback of That
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications and suggestions
    6.3 Limitations and Suggestions
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ


【參考文獻】：
期刊論文
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[4]大學(xué)教師考評制度對教師角色行為的影響[J]. 賈永堂.  高等教育研究. 2012(12)
[5]教學(xué)法“死亡”了嗎?——論外語教學(xué)中教師中心角色的回歸[J]. 常海潮.  外語界. 2011(03)
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博士論文
[1]大學(xué)英語教師角色多維角度研究[D]. 項茂英.上海外國語大學(xué) 2010



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