《普通高中英語課程標準（2017版）》首次將“思維品質(zhì)”明確列入英語學科核心素養(yǎng),其重要程度不言而喻。職前英語教師作為接受前沿教育理論的預備教師,在一定程度上與在職教師共同承擔著新課改的任務,考慮到經(jīng)驗欠缺的不足,教育實習成為其獲取直接教學經(jīng)驗的最佳方式�；诖�,其關于思維品質(zhì)及其培養(yǎng)的理念對于今后新課改的實施具有重要意義。國內(nèi)外對教師尤其是職前英語教師關于“思維品質(zhì)”培養(yǎng)信念變化的相關研究還比較匱乏。國外多數(shù)研究將研究對象鎖定為在職教師,并將重心置于研究信念變化的影響因素及思維品質(zhì)子要素尤其是批判性思維的研究上;由于新課標的時效性,國內(nèi)研究大多以剖析思維品質(zhì)的內(nèi)涵及培養(yǎng)方式為研究重點。因此,本研究在此基礎上采用個案研究的方法,以一所部屬師范學校中的2名學科教學（英語）專業(yè)碩士研究生為研究對象,通過訪談、課堂觀察和實習日志等方式收集數(shù)據(jù),以探究其在實習期間關于“思維品質(zhì)”培養(yǎng)的信念變化,并通過數(shù)據(jù)整合與分析得出相關影響因素,在一定程度上填補了這一研究的缺口。本研究旨在解決以下兩個問題:（1）職前英語教師在教育實習前后持有什么關于“思維品質(zhì)”培養(yǎng)的教師信念?（2）該種信念在實習期間是否發(fā)... 

【文章來源】：華中師范大學湖北省 211工程院校 教育部直屬院校

【文章頁數(shù)】：76 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgement
摘要
Abstract
1 Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Layout of the Thesis
2 Literature Review
    2.1 Teacher Belief
        2.1.1 Definitions of Belief and Teacher Belief
        2.1.2 Pre-service English Teacher Belief
        2.1.3 Dimensions of Teacher Belief
        2.1.4 Influencing Factors of Teacher Belief
    2.2 Thinking Competency
        2.2.1 Definitions of Thinking Competency
        2.2.2 Elements of Thinking Competency
        2.2.3 Overseas and Domestic Research Status
    2.3 Pre-service English Teacher Belief about Thinking Competency
    2.4 Summary of Previous Studies
3 Research Design
    3.1 Research Questions
    3.2 Context and Participants
    3.3 Research Methods
        3.3.1 Class Observation
        3.3.2 Individual Interview
        3.3.3 Practice Log Analysis
    3.4 Data Collection and Analysis
        3.4.1 Data Collection
        3.4.2 Data Analysis
4 Results and Discussion
    4.1 Results
        4.1.1 Pre-service English Teacher Belief about Cultivating Students'Thinking Competency
            4.1.1.1 Belief before the Educational Practicum
            4.1.1.2 Belief after the Educational Practicum
        4.1.2 Changes of the Belief during the Educational Practicum
            4.1.2.1 Changes about Thinking Competency
            4.1.2.2 Changes about Cultivating Students' Thinking Competency
    4.2 Discussion
        4.2.1 The Content of Changes
            4.2.1.1 Logicality
            4.2.1.2 Criticality
            4.2.1.3 Innovativeness
        4.2.2 The Influencing Factors Related to the Changes
            4.2.2.1 The Influence of Individual Factors
            4.2.2.2 The Influence of Campus Factors
5 Conclusions and Implications
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of This Research
Reference
Appendix
攻讀碩士期間發(fā)表的論文



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