【摘要】：現(xiàn)如今外語(yǔ)教師教育得到高度的重視,并與教育質(zhì)量密切相關(guān)。教師專業(yè)發(fā)展是一個(gè)重要的熱門研究課題,許多教師教育者對(duì)此越來越感興趣。許多師范院校都招收教育碩士,開設(shè)專門的培養(yǎng)的課程和進(jìn)行教學(xué)實(shí)習(xí)。較多的研究是關(guān)于在職教師及其專業(yè)發(fā)展,和本科生的教學(xué)實(shí)習(xí)。本論文的研究主要集中在英語(yǔ)教育碩士實(shí)習(xí)專業(yè)發(fā)展。Darsh (1990)認(rèn)為教學(xué)實(shí)習(xí)是職前教師培養(yǎng)專業(yè)能力的最佳機(jī)會(huì)。教學(xué)實(shí)習(xí)對(duì)教育碩士實(shí)習(xí)生是非常重要的,因?yàn)橥ㄟ^教學(xué)實(shí)習(xí)教育碩士都能得到提高和發(fā)展。本論文試圖揭示教育碩士教學(xué)實(shí)習(xí)期間專業(yè)知識(shí),專業(yè)技能和專業(yè)情意三方面的發(fā)展情況,以及影響教育碩士實(shí)習(xí)期間專業(yè)發(fā)展的因素。本論文以華中師范大學(xué)四十位英語(yǔ)教育碩士實(shí)習(xí)生為研究對(duì)象,通過問卷調(diào)查和訪談,收集和分析數(shù)據(jù),回答以下兩個(gè)研究問題:(1)實(shí)習(xí)期間,教育碩士專業(yè)發(fā)展的哪些方面得到了提高?(2)實(shí)習(xí)期間,影響教育碩士專業(yè)發(fā)展的因素有哪些?研究結(jié)果表明:1)實(shí)習(xí)期間所有的教育碩士實(shí)習(xí)生收獲很多,他們形成了對(duì)教學(xué)的認(rèn)識(shí),也了解到自身的不足。2)實(shí)習(xí)期間,教育碩士實(shí)習(xí)生的專業(yè)知識(shí)、專業(yè)技能和專業(yè)情意均得到了提高。其中教學(xué)能力、管理能力、反思能力都有了很大提高,但是專業(yè)知識(shí)和科研能力沒有得到顯著地提高。3)研究發(fā)現(xiàn)教學(xué)實(shí)習(xí)期間,影響教育碩士實(shí)習(xí)專業(yè)發(fā)展的五個(gè)因素,分別是實(shí)習(xí)指導(dǎo)教師,實(shí)習(xí)學(xué)校,充足準(zhǔn)備,實(shí)習(xí)自我反思,和實(shí)習(xí)小組成員。本文的研究結(jié)果能對(duì)未來的教育碩士實(shí)習(xí)提供借鑒,大學(xué)的教育管理部門也能更好地認(rèn)識(shí)到實(shí)習(xí)對(duì)教育碩士專業(yè)發(fā)展的促進(jìn)作用,完善教學(xué)實(shí)習(xí)及相關(guān)要求。與此同時(shí),由于本論文的研究對(duì)象數(shù)量有限,本文作者在處理數(shù)據(jù)和訪談時(shí)可能帶有主觀性和個(gè)人的喜好。希望將來的研究能突破這些局限,從不同的視角研究復(fù)雜的教師專業(yè)發(fā)展。
[Abstract]:Nowadays, foreign language teacher education is highly valued and closely related to the quality of education. Teacher professional development is an important hot research topic, and many teacher educators are more and more interested in it. Many normal colleges and universities enroll master of education, offer special training courses and carry on teaching practice. More research is about in-service teachers and their professional development, and undergraduate teaching practice. The research of this thesis mainly focuses on the development of master practice in English education (. Darsh (1990). It is considered that teaching practice is the best opportunity for pre-service teachers to cultivate their professional ability. Teaching practice is very important for master of education interns, because master of education can be improved and developed through teaching practice. This paper attempts to reveal the development of professional knowledge, professional skills and professional feelings during the teaching practice of master of education, as well as the factors that affect the professional development of master of education during the practice of master of education. This paper takes 40 interns of English education from Central China normal University as the research objects. Through questionnaires and interviews, the data are collected and analyzed, and the following two research questions are answered: (1) during the internship, What aspects of the development of master of education have been improved? (2) during the internship period, what are the factors that affect the development of master of education? The results show that: 1) all the interns of master of education have gained a lot during the internship, they have formed an understanding of teaching, but also understand their own shortcomings. 2) during the internship, the professional knowledge of interns of master of education, Professional skills and professional feelings have been improved. Among them, teaching ability, management ability and reflection ability have been greatly improved, but professional knowledge and scientific research ability have not been significantly improved. 3) the study found that during the teaching practice period, there are five factors that affect the development of master of education practice specialty. They are internship guidance teachers, internship schools, adequate preparation, internship self-reflection, and internship group members. The research results of this paper can be used for reference for the future master of education practice, and the educational management department of the university can also better understand the role of practice in promoting the development of master of education specialty, and improve the teaching practice and related requirements. At the same time, due to the limited number of subjects in this paper, the author may have subjectivity and personal preferences in dealing with data and interviews. It is hoped that future research can break through these limitations and study the complex professional development of teachers from different perspectives.
【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
【分類號(hào)】：H319.3

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