本文選題：教學(xué)觀 + 職前教育實(shí)習(xí)　； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：教學(xué)觀是指教師在教學(xué)實(shí)踐中形成的對(duì)教學(xué)活動(dòng)的認(rèn)識(shí)和看法。教學(xué)觀是一種動(dòng)態(tài)的概念,是在理論和實(shí)踐不斷碰撞的過(guò)程中發(fā)展變化的。它將直接影響教師教學(xué)過(guò)程以及學(xué)生學(xué)習(xí)成果。教育碩士作為職前教師的一部分,是教師的特殊群體。他們的教學(xué)觀的形成一部分來(lái)自于在校期間的理論學(xué)習(xí)和授課教師的影響。另一部分就會(huì)受到教學(xué)實(shí)踐的影響改變。隨著國(guó)內(nèi)外相關(guān)研究的不斷地深入,研究者已經(jīng)從單純的觀念的研究逐漸發(fā)展到行為上,但已有的研究成果主要是單向地集中于教學(xué)觀念對(duì)教學(xué)行為的影響。基于這個(gè)現(xiàn)狀,本研究試圖從另一個(gè)視角即行為對(duì)觀念的作用,來(lái)探究教育實(shí)習(xí)對(duì)英語(yǔ)教育碩士的教學(xué)觀念的影響。以及背后的原因。旨在思考為了更好的職業(yè)發(fā)展,教育碩士在成為新手教師前如何形成符合教育現(xiàn)狀的教學(xué)觀念。本研究圍繞這個(gè)主題提出了提出了三個(gè)具體的研究問(wèn)題:1.實(shí)習(xí)結(jié)束后,英語(yǔ)教育碩士的教學(xué)觀是否發(fā)生了變化?2.如果發(fā)生了變化,它們是如何變化的?3.影響英語(yǔ)教育碩士教學(xué)觀發(fā)生變化的因素有什么?為了探究這3個(gè)問(wèn)題,此次研究以武漢市重點(diǎn)大學(xué)的2015級(jí)學(xué)科教學(xué)(英語(yǔ))專業(yè)的44名碩士研究生為對(duì)象。采用了調(diào)查問(wèn)卷,訪談這兩個(gè)研究工具,并且收集了教育碩士的實(shí)習(xí)日志來(lái)進(jìn)行資料補(bǔ)充。首先44名參加實(shí)習(xí)的教育碩士在實(shí)習(xí)前和實(shí)習(xí)結(jié)束后全部參與了問(wèn)卷調(diào)查。所得到的數(shù)據(jù)采用SPSS進(jìn)行分析。為了進(jìn)一步探究促成教學(xué)觀發(fā)生變化的因素,研究者采用了訪談以及整理被研究者的實(shí)習(xí)日志的方法來(lái)了解真實(shí)的教學(xué)實(shí)踐對(duì)英語(yǔ)教育碩士的影響。研究發(fā)現(xiàn):教育實(shí)習(xí)對(duì)英語(yǔ)教育碩士的教學(xué)觀念的確產(chǎn)生了一定的影響。積極與消極的影響是共存的,這也使得教育碩士在實(shí)習(xí)結(jié)束后形成了一種折中的教學(xué)觀念。不同于實(shí)習(xí)前完他們?nèi)J(rèn)可先進(jìn)的教學(xué)觀,排斥傳統(tǒng)的教學(xué)觀念,在實(shí)習(xí)結(jié)束后一些傳統(tǒng)的教學(xué)觀念也被接受。這種折中的教學(xué)觀具體表現(xiàn)為:在應(yīng)試教育的背景下,培養(yǎng)學(xué)生的交際能力并不能徹底的被實(shí)現(xiàn),但無(wú)論是在什么樣的教育環(huán)境下,情感目標(biāo)都應(yīng)該被重視;語(yǔ)法翻譯法也應(yīng)輔助其他的教學(xué)方法;在課堂中心方面,以教師為中心的教學(xué)模式仍有必要存在。這些變化發(fā)生的原因主要來(lái)自于實(shí)習(xí)學(xué)校,指導(dǎo)教師,實(shí)習(xí)學(xué)校所教學(xué)生,以及教育碩士所接受的在校教育四個(gè)方面。不同實(shí)習(xí)學(xué)校的教學(xué)環(huán)境和理念,指導(dǎo)教師的示范性作用,學(xué)生的水平與需求等都會(huì)對(duì)教育碩士在校期間形成的教學(xué)觀念進(jìn)行重塑。基于研究結(jié)果,本文最后對(duì)于英語(yǔ)教育碩士在職前形成科學(xué)的教學(xué)觀提出了一定的建議:職前實(shí)習(xí)應(yīng)被不斷地重視,這有助于教育碩士基于實(shí)踐反思已有的教學(xué)觀念;教育碩士應(yīng)該加強(qiáng)相應(yīng)的教學(xué)改革的了解和學(xué)習(xí),這有利于不斷消除教育碩士理論學(xué)習(xí)與實(shí)際教學(xué)發(fā)展趨勢(shì)的脫節(jié);教育碩士也要重視在實(shí)習(xí)過(guò)程中在遇到困惑與思想沖突的時(shí)候的反思。
[Abstract]:The concept of teaching refers to the understanding and view of teaching activities formed by teachers in the practice of teaching. The concept of teaching is a dynamic concept and is developed and changed in the process of continuous collision between theory and practice. It will directly affect the teaching process and the achievement of the students. The master of Education is part of the pre service teacher and the special teacher. The group. The formation of their teaching concept comes from the influence of theoretical study and teaching teachers during the period of school. The other part will be influenced by the influence of teaching practice. With the deepening of relevant research at home and abroad, the researchers have gradually developed from the study of simple ideas to behavior, but the existing research results are main. Based on the present situation, this study tries to explore the influence of educational practice on the teaching concept of master of English education from another perspective, that is, the effect of behavior on ideas, and the reasons behind it. The purpose of this study is to think for a better career development, and the master of Education is a new teacher. Three specific research questions are put forward around this topic: 1., after the end of the internship, does the teaching concept of master of master of English have changed? 2. how do they change if changes have taken place? 3. the reasons for the change in the teaching concept of master of master of English Education What is it? In order to explore these 3 questions, the study took 44 graduate students of the 2015 level subject teaching (English) major of the Wuhan key university. The questionnaire was used, the two research tools were interviewed, and the postgraduate student journal of the master of education was collected to supplement the data. The first 44 master of education for the internship was the master of education. In order to further explore the factors contributing to the change in the teaching concept, the researcher adopted the interview and the method of arranging the intern log of the researchers to understand the influence of real teaching practice on the master of English education. Education practice has a certain influence on the teaching concept of master of English education. The positive and negative effects coexist, which also makes the master of education formed a compromise teaching idea after the end of the internship. Some traditional ideas of teaching are also accepted. The eclectic view of teaching is that, under the background of examination oriented education, the training of students' communicative competence is not completely realized. However, in whatever educational environment, the emotional goals should be paid attention to; the grammar translation method should also assist other teaching methods; The teacher centered teaching mode still needs to exist in the heart. The reasons are mainly from the practice schools, the instructors, the students in the practice school, and the four aspects of the education accepted by the master of education. The teaching environment and ideas of different practice schools, the demonstrative role of the teachers and the level of the students. On the basis of the research results, this paper puts forward some suggestions on the formation of a scientific concept of teaching for master of English education before the job of the master of Education: the pre service practice should be paid more attention to, which helps the teachers to reflect on the existing teaching ideas based on the practice; The scholar should strengthen the understanding and study of the corresponding teaching reform, which is beneficial to the continuous elimination of the disjunction between the theoretical study of the master of education and the development trend of the actual teaching; and the master of education should also pay attention to the reflection of the confusion and the conflict of thought during the process of practice.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H319.3

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