隨著新課程改革的不斷深入,教師開(kāi)始從知識(shí)的傳授者轉(zhuǎn)變成為教育教學(xué)的研究者并參與教育規(guī)律的探討和教育教學(xué)方法的研究。與此同時(shí),教師職業(yè)的專業(yè)化發(fā)展成為教師教育領(lǐng)域的重要研究課題。而教師專業(yè)化發(fā)展的過(guò)程就是教師自我反思、自我更新的過(guò)程。在此過(guò)程中,反思性教學(xué)作為教師職業(yè)發(fā)展的必要途徑對(duì)教師的專業(yè)成長(zhǎng),尤其是新手教師向?qū)＜倚徒處煹霓D(zhuǎn)變起著至關(guān)重要的作用。目前,我國(guó)學(xué)界已經(jīng)對(duì)反思性教學(xué)進(jìn)行了長(zhǎng)達(dá)十余年的探討和研究,但是大多數(shù)的研究聚焦高校的教師群體,對(duì)中學(xué)教師的反思性教學(xué)研究較少,并且傾向從教師的具體教學(xué)設(shè)計(jì)與實(shí)施等微觀角度去探討反思性教學(xué)的應(yīng)用和實(shí)現(xiàn)途徑,很少有學(xué)者基于PCK這一理論框架,從宏觀層面上對(duì)反思性教學(xué)進(jìn)行解讀。由此可見(jiàn),目前的研究并不能全面充分地反映中學(xué)英語(yǔ)教師開(kāi)展反思性教學(xué)的基本狀況。鑒于此,本研究以學(xué)科教學(xué)知識(shí)理論(PCK)為基礎(chǔ),采用質(zhì)性和量性相結(jié)合的研究方法,探索現(xiàn)階段中學(xué)新手和專家型英語(yǔ)教師在反思性教學(xué)實(shí)踐方面的差異并有針對(duì)性地提出指導(dǎo)意見(jiàn)。首先,本研究圍繞反思性教學(xué)的意識(shí)、內(nèi)容、策略和影響因素這四方面,結(jié)合教師的教齡和職稱,對(duì)來(lái)自山東省八所中學(xué)的66名新手教師和59名...

【文章頁(yè)數(shù)】：97 頁(yè)

【學(xué)位級(jí)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(xué)位期間的研究成果
Acknowledgement



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