發(fā)布時間：2023-03-04 08:22

　　隨著新課程改革的不斷深入,教師開始從知識的傳授者轉變成為教育教學的研究者并參與教育規(guī)律的探討和教育教學方法的研究。與此同時,教師職業(yè)的專業(yè)化發(fā)展成為教師教育領域的重要研究課題。而教師專業(yè)化發(fā)展的過程就是教師自我反思、自我更新的過程。在此過程中,反思性教學作為教師職業(yè)發(fā)展的必要途徑對教師的專業(yè)成長,尤其是新手教師向專家型教師的轉變起著至關重要的作用。目前,我國學界已經對反思性教學進行了長達十余年的探討和研究,但是大多數的研究聚焦高校的教師群體,對中學教師的反思性教學研究較少,并且傾向從教師的具體教學設計與實施等微觀角度去探討反思性教學的應用和實現途徑,很少有學者基于PCK這一理論框架,從宏觀層面上對反思性教學進行解讀。由此可見,目前的研究并不能全面充分地反映中學英語教師開展反思性教學的基本狀況。鑒于此,本研究以學科教學知識理論(PCK)為基礎,采用質性和量性相結合的研究方法,探索現階段中學新手和專家型英語教師在反思性教學實踐方面的差異并有針對性地提出指導意見。首先,本研究圍繞反思性教學的意識、內容、策略和影響因素這四方面,結合教師的教齡和職稱,對來自山東省八所中學的66名新手教師和59名...

【文章頁數】：97 頁

【學位級別】：碩士

【文章目錄】：
摘要
abstract
List of Abbreviations
Chapter One Introduction
    1.1 Background of the study
    1.2 Purpose of the Study
    1.3 Significance of the Study
        1.3.1 Theoretical Significance
        1.3.2 Practical Significance
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Novice and Expert Teachers
        2.1.1 Definition of Novice and Expert Teachers
        2.1.2 Comparative Study of Novice and Expert Teachers
    2.2 Reflective Teaching(RT)
        2.2.1 Reflective Teaching and Teacher Reflection
        2.2.2 Types of Reflective Teaching
        2.2.3 Features of Reflective Teaching
        2.2.4 Contents of Reflective Teaching
        2.2.5 Methods of Reflective Teaching
    2.3 Relevant Research on Reflective Teaching Domestic and Abroad
        2.3.1 Research on Reflective Teaching Abroad
        2.3.2 Domestic Research on Reflective Teaching
    2.4 Theoretical Framework
        2.4.1 Definition of PCK
        2.4.2 Elements of PCK
        2.4.3 Basic Features of PCK
        2.4.4 Relationship between PCK and Reflective Teaching(RT)
    2.5 Summary
Chapter Three Research Methodology
    3.1 Research Question
    3.2 Research Participant
    3.3 Research Instrument
        3.3.1 Questionnaire
        3.3.2 Interview
        3.3.3 Pilot Study
    3.4 Data Collection
        3.4.1 Questionnaire
        3.4.2 Interview
    3.5 Data Analysis
        3.5.1 Questionnaire
        3.5.2 Interview
    3.6 Summary
Chapter Four Results and Discussion
    4.1 Results and Discussions of the Questionnaire
        4.1.1 Awareness of Reflective Teaching
        4.1.2 Content of Reflective Teaching
        4.1.3 Strategy of Reflective Teaching
        4.1.4 Influencing Factors of Reflective Teaching
    4.2 Results and Discussions of the Interview
        4.2.1 Teachers’Attitude Towards Reflective Teaching
        4.2.2 Content of Reflective Teaching
        4.2.3 Methods and Procedures of Reflective Teaching
        4.2.4 Factors Affecting Reflective Teaching
        4.2.5 Limitations and Perplexity of Reflective Teaching
    4.3 Summary
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Recommendations for Further Research
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
攻讀學位期間的研究成果
Acknowledgement



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