本文關(guān)鍵詞：高中英語教師教學(xué)設(shè)計(jì)能力現(xiàn)狀調(diào)查研究　出處：《重慶師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：自從英語新課程改革實(shí)施至今,有效性教學(xué)成為英語課程改革的重點(diǎn)和熱點(diǎn)。然而,英語教學(xué)設(shè)計(jì)是實(shí)現(xiàn)有效教學(xué)的前提。2012年教育部頒發(fā)的《中學(xué)教師專業(yè)標(biāo)準(zhǔn)》(試行),是對英語教師專業(yè)化的迫切呼喚,它提出了眾多教師專業(yè)技能,但教學(xué)設(shè)計(jì)能力是各項(xiàng)技能之首。所以研究高中英語教師教學(xué)設(shè)計(jì)能力是很有必要的。本研究的研究問題有以下幾個(gè):(1)高中英語教師教學(xué)設(shè)計(jì)能力的總體性特征?(2)高中英語教師教學(xué)設(shè)計(jì)能力的差異性特征?(3)高中英語教師教學(xué)設(shè)計(jì)能力發(fā)展的影響因素?(4)高中英語教師教學(xué)設(shè)計(jì)能力發(fā)展的策略探究?筆者選取了重慶市萬州區(qū)某高級中學(xué)高中48名英語教師作為樣本進(jìn)行問卷調(diào)查和訪談,得出的結(jié)論是:高中英語教師的教學(xué)設(shè)計(jì)能力整體處于中等偏上的水平,但是各個(gè)能力維度發(fā)展不均衡。理解及實(shí)踐《課標(biāo)》、設(shè)計(jì)教學(xué)內(nèi)容、設(shè)計(jì)教學(xué)媒體、設(shè)計(jì)教學(xué)過程、設(shè)計(jì)教學(xué)方法和策略、分析學(xué)生、設(shè)計(jì)教學(xué)評價(jià)、評價(jià)與反思、設(shè)計(jì)教學(xué)活動(dòng)、作業(yè)設(shè)計(jì)等能力處于中等偏上的水平;而理解及實(shí)踐教學(xué)設(shè)計(jì)理念、設(shè)計(jì)教學(xué)目標(biāo)、分析教材等能力都低于平均值�！敖听g”、“教學(xué)水平”、“是否參加教學(xué)設(shè)計(jì)培訓(xùn)”、“是否閱讀過有關(guān)教學(xué)設(shè)計(jì)書籍或期刊文章”因素對高中英語教師教學(xué)設(shè)計(jì)能力影響顯著。然而,“學(xué)歷”、“專業(yè)”因素對高中英語教師教學(xué)設(shè)計(jì)能力影響不顯著。通過研究發(fā)現(xiàn),影響高中英語教師教學(xué)設(shè)計(jì)能力發(fā)展的因素主要是:“教齡”、“教學(xué)水平”、“是否閱讀相關(guān)書籍”和“是否參加相關(guān)培訓(xùn)”等四個(gè)方面的因素。發(fā)展高中英語教師教學(xué)設(shè)計(jì)能力的策略如下:加強(qiáng)自身修養(yǎng),深入學(xué)習(xí)英語教學(xué)設(shè)計(jì)理論知識;善于理論聯(lián)系實(shí)際,經(jīng)常操練教學(xué)設(shè)計(jì)技能;關(guān)注學(xué)生反饋,做到因材施教;定期開展教師教學(xué)技能培訓(xùn),不斷提升教學(xué)技能;教師間互相學(xué)習(xí),共同發(fā)展。學(xué)校以及教育相關(guān)部門積極配合教師教學(xué),解決其后顧之憂。
[Abstract]:Since the implementation of the new English curriculum reform, effective teaching has become the focus and focus of English curriculum reform. English teaching design is the premise of effective teaching. In 2012, the Ministry of Education issued the Professional Standard for Middle School Teachers (try it out), which is an urgent call for the professionalization of English teachers. It offers a large number of teachers' professional skills. But the ability of teaching design is the first of all skills. So it is necessary to study the teaching design ability of English teachers in senior high school. The overall characteristics of Senior English Teachers' Teaching Design ability? 2) the differences of English teachers' teaching design ability in senior high school? 3) the factors influencing the development of English teachers' teaching design ability in senior high school? 4) exploring the strategies for the development of English teachers' teaching design ability in senior high school? The author selects 48 English teachers from a senior middle school in Wanzhou district of Chongqing as a sample to conduct a questionnaire survey and interview. The conclusion is that the teaching design ability of high school English teachers is at the middle level, but the development of each competence dimension is not balanced. Understanding and practicing "Curriculum Standard", designing teaching content and designing teaching media. The abilities of designing teaching process, designing teaching methods and strategies, analyzing students, designing teaching evaluation, evaluation and reflection, designing teaching activities and homework design are at the middle level. But the ability of understanding and practicing teaching design idea, designing teaching goal and analyzing teaching material are all lower than average, "teaching age", "teaching level", "whether or not to participate in teaching design training". "whether you have read books or periodical articles about instructional design" has a significant impact on high school English teachers' teaching design ability. However, "academic background". The "major" factor has no significant influence on the teaching design ability of senior high school English teachers. Through the research, it is found that the main factors that affect the development of the teaching design ability of senior English teachers are "teaching age" and "teaching level". The four factors of "whether to read the relevant books" and "whether to participate in the relevant training". The strategies for developing the teaching design ability of English teachers in senior high school are as follows: strengthen their self-cultivation. Deeply study the theory of English teaching design; Good at combining theory with practice, often practice teaching design skills; Pay attention to students' feedback and teach students according to their aptitude; Teachers' teaching skills training should be carried out regularly, and teaching skills should be continuously upgraded; Teachers learn from each other and develop together. Schools and education departments actively cooperate with teachers to solve their worries.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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