本文選題：教師同伴互助 + 初中英語教師��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：隨著新一輪基礎(chǔ)教育課程改革和素質(zhì)教育的全面推進(jìn),外語教育在目標(biāo)、原則、內(nèi)容、方法等方面發(fā)生了重大變革,這對中小學(xué)英語教師的素質(zhì)提出了更高的要求。另外,初中教師作為初中學(xué)校教學(xué)活動的主體以及學(xué)生身心發(fā)展關(guān)鍵階段的引路人,其自身素質(zhì)對于學(xué)校有序運行以及學(xué)生全面健康發(fā)展會產(chǎn)生重要影響。然而,部分初中英語教師的素質(zhì)并不能滿足當(dāng)前教育需求,因此,如何促進(jìn)初中英語教師的專業(yè)發(fā)展成為當(dāng)前亟待解決的問題。同伴互助作為一種教師培訓(xùn)途徑,是在20世紀(jì)80年代,由美國學(xué)者Showers和Joyce針對當(dāng)時教師培訓(xùn)的低效性提出的,并將其定義為兩個或者多個教師同伴相互信任、一起工作,以協(xié)助課堂教學(xué)、觀察課堂教學(xué)、建構(gòu)教學(xué)知識和教學(xué)技巧,分享知識和解決問題的過程(JoyceShowers,1988)。實踐證明,同伴互助是一種以交流合作來促進(jìn)教師專業(yè)發(fā)展的有效途徑,對促進(jìn)教師專業(yè)發(fā)展大有裨益。但是目前,基于教師專業(yè)發(fā)展的同伴互助研究還主要停留在宏觀理論層面,多集中于對教師同伴互助概念模式的厘清以及實施障礙和宏觀影響因素等的分析,缺乏實證研究,缺乏深度剖析。同時,相關(guān)研究多集中于高中以及大學(xué)教師群體,針對初中英語教師的研究較為匱乏。鑒于此,本研究意欲對初中英語教師專業(yè)發(fā)展中的同伴互助實施狀況進(jìn)行調(diào)查研究。本研究選取山東省安丘市5所初中學(xué)校的英語教師為研究對象,以問卷、訪談和觀察為研究工具,正式施測共發(fā)放90份問卷,回收有效樣本71份。所收集數(shù)據(jù)使用SPSS19.0軟件通過描述分析、獨立樣本t檢驗以及單因素方差分析等統(tǒng)計方法進(jìn)行分析。本研究采用定量與定性研究相結(jié)合的方法來處理問卷、訪談以及觀察數(shù)據(jù),探究初中英語教師專業(yè)發(fā)展中的同伴互助實施狀況。筆者意欲探究以下三個問題,以此給國內(nèi)初中英語教師實施同伴互助、促進(jìn)專業(yè)發(fā)展提供建設(shè)性的建議:(1)同伴互助在初中英語教師之間的實施現(xiàn)狀及其對教師專業(yè)發(fā)展的影響如何?(2)擁有不同背景變量的初中英語教師在同伴互助實施方面是否存在差異?(3)同伴互助對擁有不同背景變量的初中英語教師專業(yè)發(fā)展的影響是否存在差異?研究結(jié)果表明:首先,目前初中英語教師同伴互助運用情況處于中上程度,其中同伴互助行為方面表現(xiàn)最好,但同伴互助保障略微不足;另外,當(dāng)前同伴互助對初中英語教師專業(yè)發(fā)展發(fā)揮了重要作用,其中對專業(yè)能力作用最大,專業(yè)情感最小。其次,不同性別初中英語教師在同伴互助運用方面存在顯著差異。最后,同伴互助對不同性別、職稱的初中英語教師專業(yè)發(fā)展所產(chǎn)生的影響存在顯著差異。筆者在所研究結(jié)果的基礎(chǔ)上提出了若干建議,指出了本研究的不足與局限性,并對未來研究提供了參考建議。
[Abstract]:With the new round of basic education curriculum reform and the overall promotion of quality education, foreign language education has undergone major changes in objectives, principles, contents and methods, which has put forward higher requirements for the quality of English teachers in primary and secondary schools. In addition, as the main body of junior high school teaching activities and the guide of the key stage of students' physical and mental development, the teachers' own quality will have an important impact on the orderly operation of the school and the overall healthy development of the students. However, the quality of some junior middle school English teachers can not meet the current educational needs. Therefore, how to promote the professional development of junior middle school English teachers has become an urgent problem. Peer support, as a way to train teachers, was proposed by American scholars Showers and Joyce in the 1980s to address the inefficiency of teacher training at that time, and defined it as two or more teachers' peers who trusted each other and worked together. In order to assist classroom teaching, observe classroom teaching, construct teaching knowledge and teaching skills, share knowledge and solve problems, Joyce Showers1988. Practice has proved that peer mutual assistance is an effective way to promote teachers' professional development through communication and cooperation, which is of great benefit to teachers' professional development. However, at present, the research of peer mutual assistance based on teacher professional development is still mainly on the macro theoretical level, mostly focusing on the clarification of the conceptual model of teacher peer assistance, as well as the analysis of obstacles to implementation and macro factors, etc., and lack of empirical research. Lack of depth analysis. At the same time, most of the related studies focus on high school and university teachers, and the research on junior middle school English teachers is relatively scarce. In view of this, this study intends to investigate the implementation of peer mutual aid in junior middle school English teachers' professional development. This study selected English teachers from 5 junior high schools in Anqiu, Shandong Province as the research object. With questionnaire, interview and observation as the research tool, 90 questionnaires were officially distributed and 71 valid samples were recovered. SPSS 19.0 software was used to analyze the collected data by descriptive analysis, independent sample t-test and single-factor variance analysis. This study adopts a quantitative and qualitative approach to deal with questionnaires, interviews and observation data to explore the implementation of peer mutual assistance in the professional development of junior English teachers. I would like to explore the following three issues, in order to give junior high school English teachers in China to implement peer mutual help, How to implement Peer Mutual Assistance among Junior Middle School English Teachers and its impact on Teachers' Professional Development 2) Junior Middle School English Teachers with different background variables implement Peer Mutual Assistance Are there any differences in the influence of peer support on the professional development of junior high school English teachers with different background variables? The results show that: first of all, at present, the use of peer mutual assistance among English teachers in junior high school is at the middle and upper level, among which peer mutual assistance behavior is the best, but the protection of peer mutual assistance is slightly inadequate; in addition, Peer support plays an important role in the professional development of English teachers in junior high school. Secondly, there are significant differences in the use of peer mutual aid between junior high school English teachers of different genders. Finally, there are significant differences in the professional development of junior middle school English teachers. Based on the research results, the author puts forward some suggestions, points out the shortcomings and limitations of this study, and provides some suggestions for future research.
【學(xué)位授予單位】：山東師范大學(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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本文編號：2019219