中學英語教師自我觀察式反思能力的調(diào)查與分析研究
發(fā)布時間：2018-09-04 09:41
【摘要】：我國一直把教育發(fā)展放在優(yōu)先發(fā)展的戰(zhàn)略地位部署上,堅持教育優(yōu)先不動搖,堅持科學發(fā)展和人才培養(yǎng)。教師發(fā)展作為教育發(fā)展的關鍵與焦點,近年來被不斷賦予廣泛認同和關注,而反思作為教師的一項重要認知和能力,在教師自我發(fā)展的過程中被視為是核心主題和國際化潮流,它不僅在幫助教師提升教學能力、促進有效教學方面有益,更是發(fā)展為研究型教師和專家型教師的基礎,成為推動教育改革和課程改革發(fā)展的動力。本研究中,作者將教學反思能力界定為教師在教學活動過程中,把教師自我、教學活動和教學環(huán)境作為意識的對象,通過觀察、回顧的方式開展檢查、反饋和評價的能力。教師根據(jù)課堂觀察獲得的信息和資源對自己教學進行反思和反饋,這種自我觀察式的反思形式是衡量教師反思能力的一種途徑。作者希望通過研究國內(nèi)外有關教育反思相關理論的基礎上,經(jīng)實證調(diào)查,把教師在教學活動結束后對課堂教學的自我觀察作為數(shù)據(jù)調(diào)查的來源,分析中學英語教師的反思情況,并剖析影響教師不同反思情況的因素。本研究采用調(diào)查法,研究對象為包頭市四所普通中學的英語教師,通過問卷調(diào)查開展研究。數(shù)據(jù)分析表明,總體而言,中學英語教師的反思能力較好。反思的內(nèi)容涉及課堂教學過程的各個方面,尤其在對教學環(huán)境方面的反思相對集中,其次是對教師個人方面,在教學活動方面的反思稍有欠缺。不同年齡、教齡、學歷背景、職稱的教師反思能力也不同:年齡與教師的反思能力呈正相關且相關性顯著,反思能力隨著年齡的增長而不斷增強;“1-5年”和“10年以上”這兩個教齡階段教師的反思能力差異顯著,且不同教齡階段的教師在教學環(huán)境、教師個人這兩個反思部分有顯著差異;不同學歷教師的反思能力差異顯著,學歷背景為碩士研究生的教師總體反思情況較本科生強;職稱與教師反思能力相關;教師參加有關教學反思培訓比較普遍,參加過的教師比較傾向于對教師個人和教學活動進行反思。最后,從四個方面對如何培養(yǎng)教師的反思能力提出了一些建議。
[Abstract]:Our country has always put the development of education in the strategic position of giving priority to development, insisting on the priority of education, the scientific development and the cultivation of talents. As the key and focus of the development of education, teacher development has been given wide recognition and attention in recent years, while reflection as an important cognition and ability of teachers is regarded as the core theme and international trend in the process of teachers' self-development. It is not only helpful to help teachers improve their teaching ability and promote effective teaching, but also the basis of developing research teachers and expert teachers, and becomes the motive force to promote the development of educational reform and curriculum reform. In this study, the author defines the ability of teaching reflection as the ability of teachers to examine, feedback and evaluate teachers' self, teaching activities and teaching environment in the process of teaching activities. According to the information and resources obtained from classroom observation, teachers reflect and feedback on their own teaching. This self-observation form of reflection is a way to measure teachers' reflective ability. The author hopes that, on the basis of studying the relevant theories of educational reflection at home and abroad, and through the empirical investigation, teachers' self-observation of classroom teaching after the end of teaching activities will be taken as the source of data investigation, and the reflection situation of English teachers in middle schools will be analyzed. And analyze the factors that affect teachers' reflection. This study was conducted by questionnaire survey among English teachers in four ordinary middle schools in Baotou. The data analysis shows that, in general, the reflective ability of English teachers in middle schools is better. The content of reflection involves all aspects of the classroom teaching process, especially the reflection on teaching environment is relatively concentrated, followed by the teachers' personal aspects, and the reflection on teaching activities is slightly deficient. The reflective ability of teachers with different age, teaching age, academic background and professional title is also different: age has positive correlation with teachers' reflective ability and the ability of reflection is increasing with the increase of age; There are significant differences in the reflective ability of teachers in the periods of "1-5 years" and "more than 10 years", and there are significant differences in the teaching environment between the teachers of different teaching years and the two parts of reflection of teachers' individual; The reflective ability of teachers with different educational background is significantly different. The overall reflection of teachers with master degree background is stronger than that of undergraduates; the professional title is related to the reflective ability of teachers; the teachers participate in the training of teaching reflection is more common. Teachers who have participated tend to reflect on teachers' individual and teaching activities. Finally, some suggestions on how to cultivate teachers' reflective ability are put forward from four aspects.
【學位授予單位】：內(nèi)蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41
本文編號：2221708
[Abstract]:Our country has always put the development of education in the strategic position of giving priority to development, insisting on the priority of education, the scientific development and the cultivation of talents. As the key and focus of the development of education, teacher development has been given wide recognition and attention in recent years, while reflection as an important cognition and ability of teachers is regarded as the core theme and international trend in the process of teachers' self-development. It is not only helpful to help teachers improve their teaching ability and promote effective teaching, but also the basis of developing research teachers and expert teachers, and becomes the motive force to promote the development of educational reform and curriculum reform. In this study, the author defines the ability of teaching reflection as the ability of teachers to examine, feedback and evaluate teachers' self, teaching activities and teaching environment in the process of teaching activities. According to the information and resources obtained from classroom observation, teachers reflect and feedback on their own teaching. This self-observation form of reflection is a way to measure teachers' reflective ability. The author hopes that, on the basis of studying the relevant theories of educational reflection at home and abroad, and through the empirical investigation, teachers' self-observation of classroom teaching after the end of teaching activities will be taken as the source of data investigation, and the reflection situation of English teachers in middle schools will be analyzed. And analyze the factors that affect teachers' reflection. This study was conducted by questionnaire survey among English teachers in four ordinary middle schools in Baotou. The data analysis shows that, in general, the reflective ability of English teachers in middle schools is better. The content of reflection involves all aspects of the classroom teaching process, especially the reflection on teaching environment is relatively concentrated, followed by the teachers' personal aspects, and the reflection on teaching activities is slightly deficient. The reflective ability of teachers with different age, teaching age, academic background and professional title is also different: age has positive correlation with teachers' reflective ability and the ability of reflection is increasing with the increase of age; There are significant differences in the reflective ability of teachers in the periods of "1-5 years" and "more than 10 years", and there are significant differences in the teaching environment between the teachers of different teaching years and the two parts of reflection of teachers' individual; The reflective ability of teachers with different educational background is significantly different. The overall reflection of teachers with master degree background is stronger than that of undergraduates; the professional title is related to the reflective ability of teachers; the teachers participate in the training of teaching reflection is more common. Teachers who have participated tend to reflect on teachers' individual and teaching activities. Finally, some suggestions on how to cultivate teachers' reflective ability are put forward from four aspects.
【學位授予單位】：內(nèi)蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41
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