本研究基于活動(dòng)理論,以一所海事大學(xué)的兩位大學(xué)英語(yǔ)教師為研究對(duì)象,使用訪(fǎng)談和課堂觀察的方法,對(duì)在混合式教學(xué)模式下,教師自身角色的信念、教學(xué)實(shí)踐及其二者之間的關(guān)系開(kāi)展了為期16周的跟蹤研究。研究結(jié)果表明:（1）線(xiàn)上教學(xué)中教師作為管理者、監(jiān)督者、評(píng)價(jià)者、技術(shù)顧問(wèn)和信息提供者的角色較為突出;線(xiàn)下教學(xué)中教師作為課程設(shè)計(jì)者、組織者、管理者、評(píng)價(jià)者、促進(jìn)者和知識(shí)傳遞者的角色較為突出。（2）教師對(duì)自身的角色信念在教學(xué)實(shí)踐中并非一成不變,多種因素影響著教師對(duì)自身角色的信念和教學(xué)實(shí)踐,比如教師的自我反思、學(xué)生反饋、同行互助、學(xué)校政策和助教反饋等。（3）教師對(duì)自身角色的信念和教學(xué)實(shí)踐呈現(xiàn)出復(fù)雜的和發(fā)展的關(guān)系。教師的教學(xué)信念決定教學(xué)實(shí)踐,教學(xué)實(shí)踐又反作用于教學(xué)信念。教師在線(xiàn)上教學(xué)和線(xiàn)下教學(xué)中的角色信念不完全相同,教學(xué)信念會(huì)隨著教學(xué)實(shí)踐的變化而變化。教師信念和教學(xué)實(shí)踐逐漸朝著更加成熟和積極的方向發(fā)展,兩者相互促進(jìn),相互推動(dòng)。本研究在理論方面為教師信念的研究提供實(shí)證數(shù)據(jù),擴(kuò)大教師信念的研究范疇,為以后的研究提供新視角;在教學(xué)方面,為基于慕課的線(xiàn)上教學(xué)、線(xiàn)下教學(xué)及混合式教學(xué)提供參考,為教師職業(yè)發(fā)展提供參考案例。 

【文章來(lái)源】：大連海事大學(xué)遼寧省 211工程院校

【文章頁(yè)數(shù)】：81 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
Chapter 1 Introduction
    1.1 Research background
    1.2 Purpose and significance of the research
    1.3 Layout of the thesis
Chapter 2 Literature Review
    2.1 Activity theory
        2.1.1 Introduction to activity theory
        2.1.2 Previous studies based on activity theory
    2.2 Blended instruction
        2.2.1 Introduction to blended instruction
        2.2.2 Previous studies on blended instruction
    2.3 Teachers'beliefs
        2.3.1 Definition of teachers'beliefs
        2.3.2 Teachers'beliefs about their roles
        2.3.3 Previous studies on teachers'beliefs
Chapter 3 Research Methodology
    3.1 Research questions
    3.2 Research design
    3.3 Participants
    3.4 Instruments
        3.4.1 Interview
        3.4.2 Classroom observation
        3.4.3 NVivo
Chapter 4 Results and Discussion
    4.1 Teachers'beliefs about their roles in blended instruction
        4.1.1 Teachers'beliefs about their roles in online instruction
        4.1.2 Teachers'beliefs about their roles in face-to-face classroominstruction
    4.2 Teachers'teaching practices in blended instruction
        4.2.1 Teachers'teaching practices in online instruction
        4.2.2 Teachers'teaching practices in face-to-face classroom instruction394 .3 Relationship between teachers'beliefs about their roles and teachingpractices
    4.3 Relationship between teachers’ beliefs about their roles andteaching practices
        4.3.1 Complex relationship
        4.3.2 Developmental relationship
    4.4 Factors affecting teachers'beliefs about their roles and teaching practices464.3.1 Teachers'self-reflection
        4.4.1 Teacher's self-reflection
        4.4.2 Students'feedback
        4.4.3 Communication with peers
        4.4.4 Other factors
    4.5 Summary
Chapter 5 Conclusion
    5.1 Major findings
    5.2 Implications
        5.2.1 Theoretical implications
        5.2.2 Pedagogical implications
    5.3 Limitations and suggestions
References
Appendix Ⅰ Interview Questions
Appendix Ⅱ Classroom Observation Forms
Appendix Ⅲ Examples of Category and Code Scheme
Acknowledgments
Resume


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期刊論文
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