本文選題：教師信念 + 教學行為��； 參考：《重慶師范大學》2017年碩士論文

【摘要】：《普通高中英語新課程標準》(教育部2003)理念倡導,高中英語教師要特別關注學生的情感,創(chuàng)設各種合作學習活動,發(fā)展合作精神,建立融洽的師生交流渠道,努力營造寬松、民主、和諧的課堂環(huán)境。由此可見,教師在創(chuàng)設良好的課堂環(huán)境中有著舉足輕重的作用,另一方面,已有研究表明教師信念影響著教師教學過程中的行為決策。因此,更好地了解高中英語教師創(chuàng)設良好課堂環(huán)境的信念和教學行為相當必要,這不僅有助于改進課堂環(huán)境,還能有效地促進教師專業(yè)發(fā)展。本文采用問卷調查和個案研究相結合的方法,對高中英語教師創(chuàng)設課堂環(huán)境的信念和行為關系進行分析,主要解決了以下三個問題:(1)高中英語教師對創(chuàng)設良好課堂環(huán)境持有哪些教師信念?(2)高中英語教師創(chuàng)設良好課堂環(huán)境的信念和教學行為之間是什么關系?(3)影響二者關系的因素是什么?問卷調查的相關資料來源于四川省內江市資中縣第二中學27名高中英語教師,問卷數據通過SPSS 19.0進行分析。個案研究以其中3位教師為對象,通過對教師進行課前半結構式訪談,課堂觀察和課后刺激回憶訪談,及對3位教師所教的6名學生進行訪談來收集資料。研究結果表明高中英語教師充分肯定了創(chuàng)設良好的課堂環(huán)境在英語教學中的重要地位,都贊同教師應當給予學生充分的學習支持,建立融洽的師生、同伴關系,明確英語學習目標,增強學生英語學習動機,提供更多合作學習機會,鼓勵學生積極參與,互動交流,使課堂環(huán)境寬松、和諧、民主而有序。當前高中英語教師創(chuàng)設良好課堂環(huán)境的信念指導其教學行為,教學行為也能通過教師反思影響教師信念,教師信念和教學行為相互作用,相互影響。英語教師創(chuàng)設良好課堂環(huán)境的信念和行為具有部分的一致性,但由于學生水平、考試壓力、同事教學理念等外部因素,以及教師對學生需要缺乏重視、缺乏深入的教學反思、缺乏語言學理論和英語教學理論的指導等教師自身內部因素的影響,兩者之間也有較大差異,英語教師在實際教學中無法完全踐行自己的信念�；谝陨习l(fā)現(xiàn),本文提出以下兩條建議:(1)教育管理部門應該加強教師教育培訓,幫助英語教師更新語言學理論和英語教學方法,深入理解課標理念;(2)英語教師應該主動進行教師信念和教學行為反思,總結經驗教訓,以學生為本,關注學生需求,創(chuàng)造性地將語言學理論和英語教學方法與實際情況相結合,努力使教師信念和教學行為保持一致。
[Abstract]:The idea of "New English Curriculum Standards for Senior High School" (Ministry of Education 2003) advocates that high school English teachers should pay special attention to students' feelings, create various cooperative learning activities, develop the spirit of cooperation, establish harmonious channels of communication between teachers and students, and strive to create a relaxed environment.Democracy, harmonious classroom environment.It can be seen that teachers play an important role in creating a good classroom environment. On the other hand, some studies have shown that teachers' beliefs affect teachers' behavior decisions in the process of teaching.Therefore, it is necessary to better understand the beliefs and teaching behaviors of high school English teachers to create a good classroom environment, which can not only help to improve the classroom environment, but also effectively promote the professional development of teachers.This paper analyzes the relationship between beliefs and behaviors of high school English teachers in creating classroom environment by means of questionnaires and case studies.It mainly solves the following three questions: 1) which teachers' beliefs about creating a good classroom environment are held by senior high school English teachers? (2) what is the relationship between the beliefs and teaching behaviors of high school English teachers in creating good classroom environments?What are the factors of the relationship?The questionnaire data were collected from 27 English teachers in the second middle school of Zizhong County, Neijiang City, Sichuan Province. The questionnaire data were analyzed by SPSS 19.0.The case study took 3 teachers as the objects and collected the data by conducting pre-class semi-structured interviews, classroom observation and after-class stimulative recall interviews, and interviews with 6 students who were taught by three teachers.The results show that high school English teachers fully affirm the importance of creating a good classroom environment in English teaching, and agree that teachers should provide students with adequate learning support and establish a harmonious teacher-student and peer relationship.Clear English learning goals, enhance students' motivation to learn English, provide more cooperative learning opportunities, encourage students to participate actively, interact with each other, make the classroom environment relaxed, harmonious, democratic and orderly.At present, high school English teachers create a good classroom environment to guide their teaching behavior, teaching behavior can also influence teachers' beliefs through reflection, teachers' beliefs and teaching behavior interact and affect each other.The beliefs and behaviors of English teachers in creating a good classroom environment are partially consistent. However, due to the external factors such as student level, examination pressure, colleagues' teaching concept and so on, teachers lack of attention to students' needs and lack of in-depth teaching reflection.Due to the lack of linguistic theory and the guidance of English teaching theory, there is also a great difference between the teachers' internal factors, and English teachers are unable to fully practice their own beliefs in practical teaching.Based on the above findings, this paper puts forward the following two suggestions: (1) the Education Administration should strengthen teacher education and training to help English teachers update their linguistic theories and English teaching methods.(2) English teachers should take the initiative to reflect on teachers' beliefs and teaching behaviors, sum up experiences and lessons, focus on students' needs, and creatively combine linguistic theories and English teaching methods with practical situations.Try to align teachers' beliefs with their teaching behavior.
【學位授予單位】：重慶師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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