本文選題：反思性教學　切入點：初中　出處：《廣西師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：近年來,隨著經(jīng)濟的飛速發(fā)展,社會對所需人才提出了更高的要求,特別是在世界經(jīng)濟的全球化和現(xiàn)代化的背景下,英語在我國的地位越來越重要。隨著國際上對反思性教學研究的進一步發(fā)展,國內(nèi)也有很多學者對反思性教學進行了不少有益的探索,反思性教學就是教學主體借助行動研究不斷探索和解決自身和教學目的以及教學工具等方而的問題,將“學會教學”與“學會學習”統(tǒng)一起來,努力提升教學實踐的合理性從而使自己成為學者型教師的過程。反思性教學以探究和解決教學問題為基本點,教師重點解決教學中存在的問題,并在解決問題的過程中使教學過程更優(yōu)化,從而取得更好的教學效益。本研究以問卷調(diào)查和訪談為主要手段,以50名英語老師為研究對象,初中英語教師的反思性教學現(xiàn)狀的調(diào)查問卷根據(jù)李斑斑和徐錦芬的中國高校教師反思量表構(gòu)建的基礎(chǔ)上稍作修改而成,該問卷包含六個維度:實踐、認知、情感、批判、道德和課堂管理。本研究關(guān)注的三個研究問題為:(1)初中英語教師反思性教學狀況如何?(2)以及影響此次調(diào)查老師們反思的因素?(3)反思性教學對于所調(diào)查教師專業(yè)化發(fā)展的效果如何?通過分析問卷數(shù)據(jù)和訪談信息,發(fā)現(xiàn)初中英語老師的整體反思性教學現(xiàn)狀比較樂觀的,他們都進行了不同程度的反思。在六個維度中,在教齡、道德和課堂管理方面的反思是最多的。而在認知、批判和情感方面的反思程度一般,尤其在開展教學研究方面比較弱。而實踐方面的反思是最少的,他們不太愿意用筆頭的方式進行反思。造成這樣的現(xiàn)狀是有多個方面的因素引起的,首先年齡、教齡、學歷和課時四個方面都會產(chǎn)生影響,此外時間、老師們的認知以及反思的效果也有很大的關(guān)系。教師反思性現(xiàn)狀好的是年齡在30到40歲之間,教齡在10年以上的,學歷是�？坪痛T士的老師以及課時在6節(jié)課時的。很多老師認為備課上課沒有足夠的時間去反思,另外他們認識不到反思的重要性,認為反思無用。最后他們認為反思后在短時間內(nèi)并不能看到明顯的效果,所以很少反思。但是,初中英語老師們在進行反思后,相應(yīng)的提高了解決教學中存在問題的能力,也提高了教學質(zhì)量,從而自身得到了發(fā)展,促進了自身的專業(yè)化發(fā)展。
[Abstract]:In recent years, with the rapid development of economy, the society has put forward higher requirements for the talents needed, especially in the context of the globalization and modernization of the world economy. English is becoming more and more important in our country. With the further development of reflective teaching research in the world, many domestic scholars have made a lot of useful explorations on reflective teaching. Reflective teaching is that the main body of teaching constantly explores and solves the problems of itself and teaching purpose and teaching tools by means of action research, and unifies "learning to teach" and "learning to learn". In order to improve the rationality of teaching practice so as to make oneself become a scholarly teacher, reflective teaching takes inquiry and solution of teaching problems as the basic point, and teachers focus on solving the problems existing in teaching. In the process of solving the problem, the teaching process is optimized so as to achieve better teaching benefits. The present study takes questionnaire and interview as the main means and 50 English teachers as the research objects. The questionnaire of reflective teaching status of English teachers in junior high school is based on Li Zen and Xu Jinfen's reflective scale of Chinese college teachers. The questionnaire includes six dimensions: practice, cognition, emotion, criticism, etc. Moral and classroom Management. What are the reflective teaching conditions of English teachers in junior high school? 2) and the factors that affect the teachers' reflection in this survey? What is the effect of reflective teaching on the professional development of teachers investigated? Through the analysis of questionnaire data and interview information, it is found that the overall reflective teaching situation of junior middle school English teachers is optimistic, and they all reflect on it to varying degrees. Moral and classroom management is the most reflective. But in cognitive, critical and emotional aspects of reflection is generally, especially in the development of teaching and research, while the practice of reflection is the least, They are reluctant to reflect on it in a written way. There are many factors that cause such a situation. First of all, age, seniority, academic qualifications and class hours will all have an impact, in addition to time. Teachers' perceptions and the effects of reflection also have a lot to do with it. Teachers who have a good reflective status quo are between 30 and 40 years of age, teaching for more than 10 years. Many teachers think that there is not enough time to reflect on the preparation of classes, and they do not realize the importance of reflection. In the end, they think that reflection can not be seen in a short period of time, so they seldom reflect. However, after reflection, the English teachers in junior high school improve their ability to solve the problems in teaching. Also improve the quality of teaching, so that they have been developed, to promote their own professional development.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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