本文選題：高中英語教師 + 閱讀教學(xué)信念��； 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：本文主要研究高中英語教師的閱讀教學(xué)信念,閱讀教學(xué)行為以及兩者的關(guān)系。并試圖回答以下問題:(1)當(dāng)前高中英語教師閱讀教學(xué)信念的現(xiàn)狀如何?是否受到他們個(gè)體差異的影響?(2)當(dāng)前高中英語教師閱讀教學(xué)行為的現(xiàn)狀如何?是否受到他們個(gè)體差異的影響?(3)當(dāng)前高中英語教師閱讀教學(xué)信念與其閱讀教學(xué)行為關(guān)系如何?(4)什么因素影響了這兩者的關(guān)系?筆者采取定量與定性相結(jié)合的研究方法,對來自山西省晉城市澤州縣兩個(gè)不同類型(澤州縣第一中學(xué)、澤州縣第二中學(xué))學(xué)校的35名英語教師的閱讀教學(xué)信念進(jìn)行調(diào)查,分析了教師的個(gè)體差異對其閱讀教學(xué)信念的影響;通過對其中在教齡、學(xué)歷、學(xué)校類型上有明顯差異的4位英語教師的閱讀課堂進(jìn)行觀察來了解當(dāng)前他們閱讀教學(xué)行為的現(xiàn)狀,分析教師的個(gè)體差異對其教學(xué)行為的影響,以及英語教師閱讀教學(xué)信念與閱讀教學(xué)行為之間的關(guān)系;再次,通過對4位教師的課后訪談,筆者深入了解影響其教學(xué)信念與課堂教學(xué)行為關(guān)系的因素。最后,筆者采用SPSS 17.0對問卷和課堂觀察所得到的數(shù)據(jù)進(jìn)行了描述性統(tǒng)計(jì)、獨(dú)立樣本T檢驗(yàn)、相關(guān)性分析和單因素方差分析。本研究結(jié)果顯示:(1)高中英語教師基本上摒棄了傳統(tǒng)的閱讀教學(xué)信念,另外其閱讀教學(xué)信念受教齡、學(xué)歷、學(xué)校類型的影響;(2)部分英語教師仍然采用傳統(tǒng)的閱讀教學(xué)方式,其閱讀教學(xué)行為受教齡、學(xué)歷、學(xué)校類型的影響;(3)影響英語教師閱讀教學(xué)信念和教學(xué)行為關(guān)系的因素有:教師的學(xué)習(xí)經(jīng)歷,教學(xué)實(shí)踐的總結(jié),新課標(biāo)和先進(jìn)教學(xué)理論的學(xué)習(xí)等。
[Abstract]:This paper focuses on high school English teachers' reading teaching beliefs, reading teaching behavior and the relationship between the two. And try to answer the following question: 1) what is the current situation of high school English teachers' belief in reading teaching? Is it influenced by their individual differences? (2) what is the current situation of English teachers' reading teaching behavior in senior high school? Is it influenced by their individual differences? (3) how does the current high school English teachers' reading teaching beliefs relate to their reading teaching behaviors? (4) what factors affect the relationship between the two? By combining quantitative and qualitative methods, the author investigated the reading teaching beliefs of 35 English teachers from two different types of schools in Zezhou County, Jincheng City, Shanxi Province (No. 1 Middle School in Zezhou County and No. 2 Middle School in Zezhou County). This paper analyzes the influence of teachers' individual differences on their reading teaching beliefs, and finds out the current situation of their reading teaching behavior by observing the reading class of four English teachers who have obvious differences in teaching age, academic qualifications and school types. This paper analyzes the influence of teachers' individual differences on their teaching behavior and the relationship between reading teaching beliefs and reading teaching behaviors of English teachers. The author deeply understands the factors that affect the relationship between his teaching beliefs and classroom teaching behaviors. Finally, the author uses SPSS 17.0 to carry on descriptive statistics, independent sample T-test, correlation analysis and univariate variance analysis to the data obtained from questionnaire and classroom observation. The results of this study show that: (1) English teachers in senior high school have basically abandoned their traditional beliefs in reading teaching. In addition, their beliefs in reading teaching are influenced by their teaching years, academic qualifications and school types.) some English teachers still adopt the traditional teaching methods of reading. The factors influencing the relationship between reading teaching beliefs and teaching behaviors of English teachers are: teachers' learning experience, the summary of teaching practice, the study of new curriculum standards and the study of advanced teaching theory, etc.
【學(xué)位授予單位】：山西師范大學(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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