本文選題：英語教育碩士 + 教學設(shè)計能力　； 參考：《山西師范大學》2017年碩士論文

【摘要】：為適應國家教育發(fā)展的需要,2009年,全日制教育碩士專業(yè)學位應運而生,全日制英語教育碩士是我國未來英語教育事業(yè)的接班人,其教學設(shè)計能力影響著我國英語教育質(zhì)量的水平。因此,研究全日制英語教育碩士的教學設(shè)計能力的現(xiàn)狀及其影響因素對于提高全日制英語教育碩士的教學設(shè)計能力進而提高我國英語教育水平有很大作用。本文采用調(diào)查法和訪談法,研究樣本是山西師范大學59名全日制英語教學教育碩士,本論文的研究問題是:(1)英語教育碩士對于課程標準、學情、教材的分析能力如何?(2)英語教育碩士對于教學目標、教學步驟、作業(yè)的設(shè)計能力如何?(3)英語教育碩士對于自我反思與改進的設(shè)計能力如何?研究表明:全日制英語教育碩士的教學設(shè)計能力的整體情況一般。全日制英語教育碩士的教學設(shè)計能力各個維度的相差很大。其中,設(shè)計和使用教學方法和策略的能力最好,設(shè)計教學評價的能力最差。影響全日制英語教育碩士教學設(shè)計能力的因素包括學生個人因素,學校因素和實習學校因素,其中學生個人因素最為重要,包括缺乏關(guān)于教學設(shè)計的理論知識,缺少教學設(shè)計的經(jīng)驗,忽視對英語課程標準的學習。本研究提議:全日制英語教育學生應該認真學習英語教學設(shè)計的理論知識,提高英語教學設(shè)計的素養(yǎng)。全日制英語教育學生應該多進行英語教學設(shè)計的實踐,把學到的教學設(shè)計知識用于實踐以提高自身英語教學設(shè)計能力。全日制英語教育學生應該認真學習英語課程標準,了解英語教學設(shè)計新思想,設(shè)計出更成功的教學活動。學校應該設(shè)置一些關(guān)于英語教學設(shè)計的課程以此向?qū)W生傳授關(guān)于英語教學設(shè)計的知識。學校應該給全日制英語教育學生提供更多的英語教學設(shè)計的機會,比如舉辦競賽等等。
[Abstract]:In order to meet the needs of the development of national education, in 2009, full-time education master degree came into being, full-time English education master is our future successor to the cause of English education. The ability of teaching design affects the quality of English education in China. Therefore, studying the present situation of the teaching design ability of full-time English education master and its influencing factors play a great role in improving the teaching design ability of full-time English education master and then improving the level of English education in China. In this paper, a sample of 59 full-time English teaching masters in Shanxi normal University is studied by using the method of investigation and interview. The research question of this thesis is: 1) the master of English education for the curriculum standard, learning situation. What is the ability to analyze the teaching materials? 2) what is the design ability of the master of English education for the purpose of teaching, the steps of teaching, and the design of homework? what is the design ability of the master of English education for self-reflection and improvement? The study shows that the overall teaching design ability of the full-time Master of English Education is general. The teaching design ability of the full-time Master of English Education varies greatly from one dimension to another. Among them, the ability to design and use teaching methods and strategies is the best, and the ability to design and evaluate teaching is the worst. The factors that affect the teaching design ability of full-time English education master include students' personal factors, school factors and practical school factors, among which the students' personal factors are the most important, including the lack of theoretical knowledge about teaching design. Lack of experience in instructional design and neglect of learning English curriculum standards. This study suggests that full-time English education students should seriously study the theoretical knowledge of English teaching design and improve the quality of English teaching design. Full-time English education students should carry out the practice of English teaching design and apply the knowledge of teaching design to practice in order to improve their English teaching design ability. Full-time English education students should study English curriculum standards, understand the new ideas of English teaching design, and design more successful teaching activities. The school should set up some courses on English teaching design to teach students about English teaching design. Schools should give full-time English education students more opportunities to design English teaching, such as organizing competitions.
【學位授予單位】：山西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3

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