發(fā)布時(shí)間：2022-07-11 13:10

　　反思性教學(xué),是一種新的教師發(fā)展的途徑,反思日志作為教學(xué)反思的一種的形式,正受到日益廣泛的關(guān)注。反思日志是教師持續(xù)地、真實(shí)地記錄其教學(xué)活動(dòng)中具有反思的和研究價(jià)值的教學(xué)過程、經(jīng)驗(yàn)及感受,是一種促進(jìn)教師專業(yè)發(fā)展的手段和方法。本研究基于Richard（1993）教師教學(xué)反思內(nèi)容,采用質(zhì)化與量化相結(jié)合的方法,擬對(duì)伊寧市初中英語教師的教學(xué)反思進(jìn)行研究。本研究采用教學(xué)反思文本分析、訪談、錄音的方法,對(duì)伊寧市15所不同學(xué)校的120名教師作為研究對(duì)象,其中新熟手教師各60名,對(duì)教師的教學(xué)反思日志進(jìn)行收集、標(biāo)注與統(tǒng)計(jì)。此外采用了訪談作為輔助性研究工具,共設(shè)計(jì)了6個(gè)問題,對(duì)訪談內(nèi)容進(jìn)行了轉(zhuǎn)寫、標(biāo)注與切分。具體回答以下研究問題:1.伊寧市中學(xué)英語教師教學(xué)反思的基本特征如何?2.新手教師與熟手教師在教學(xué)反思方面有何異同?3.影響英語教師教學(xué)反思的因素有哪些?研究結(jié)果顯示:1.根據(jù)Richard（1993）教師反思的類別（Category）與子類別（Sub-Category）兩個(gè)維度可見,在5個(gè)反思類別中,教師更傾向于反思教學(xué)方法、教學(xué)評(píng)價(jià),教師較少反思教學(xué)理論。自我意識(shí)、教學(xué)疑問的反思相對(duì)居中。在15子類別中,... 

【文章頁數(shù)】：63 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgement
Abstract
摘要
Chapter 1 Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
        1.2.1 Academic Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
Chapter 2 Literature Review
    2.1 Relevant Concepts
        2.1.1 Reflection
        2.1.2 Teaching Reflection
        2.1.3 Reflective Journal
    2.2 Theoretical Basis
        2.2.1 Metacognitive Theory
        2.2.2 Critical Theory
        2.2.3 Learning Theory of Constructivism
    2.3 Researches on Teaching Reflection Abroad and at Home
        2.3.1 Researches on Teaching Reflection Abroad
        2.3.2 Researches on Teaching Reflection at Home
        2.3.3 Limitations of Previous Researches
Chapter 3 Research Methods
    3.1 Research Aim
    3.2 Research Questions
    3.3 Research Subject
    3.4 Research Instruments
        3.4.1 Teaching Reflective Journals
        3.4.2 Interview Questions
    3.5 Research Procedure
        3.5.1 Data Collection
        3.5.2 Date Coding
            3.5.2.1 Date Coding of Category of Teaching Reflection
            3.5.2.2 Date Coding of Sub-Category of Teaching Reflection
    3.6 Data Analysis
Chapter 4 Results and Discussion
    4.1 General Features of Teaching Reflection
        4.1.1 General Features of Category of Teaching Reflection
        4.1.2 General Features of Sub-Category of Teaching Reflection
    4.2 Distribution of General Features of Teaching Reflection
        4.2.1 Distribution of Category of Teaching Reflection
        4.2.2 Distribution of Sub-Category of Teaching Reflection
    4.3 Differences and Similarities in Teaching Reflection between Novice and Experienced Teachers
        4.3.1 Differences and Similarities in Category of Teaching Reflection between Novice and Experienced Teachers
        4.3.2 Differences and Similarities in Sub-Category of Teaching Reflection between Novice and Experienced Teachers
        4.3.3 Limitations in Teaching Reflection
    4.4 Factors influencing Teaching Reflection
        4.4.1 Internal Factors
        4.4.2 External Factors
Chapter 5 Conclusion
    5.1 Major findings
    5.2 Implication
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
Bibliography



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