專業(yè)的評(píng)課對(duì)提高課堂教學(xué)質(zhì)量、提升教師教學(xué)專業(yè)素養(yǎng)、進(jìn)一步加強(qiáng)和深化基礎(chǔ)教育課程改革等均具有重要的意義。本研究通過分析初中英語(yǔ)新手教師與熟手教師的評(píng)課,主要回答以下三個(gè)問題:1.初中英語(yǔ)教師評(píng)課的現(xiàn)狀如何?2.初中英語(yǔ)新手教師與熟手教師評(píng)課有什么差異?3.造成初中英語(yǔ)新手教師與熟手教師評(píng)課差異的原因是什么?本研究對(duì)兩類教師的評(píng)課進(jìn)行錄音,并將錄音轉(zhuǎn)寫成文本,根據(jù)LICC課堂觀察框架從學(xué)生學(xué)習(xí)、教師教學(xué)、課程性質(zhì)、課堂文化4個(gè)維度、20個(gè)視角探究初中英語(yǔ)教師評(píng)課的現(xiàn)狀;新手教師與熟手教師評(píng)課的差異;再通過訪談分析造成兩類教師評(píng)課差異的原因,并就此提出建議。研究結(jié)果發(fā)現(xiàn):1.通過對(duì)初中英語(yǔ)教師的評(píng)課進(jìn)行內(nèi)容維度上的分析,可以看出初中英語(yǔ)教師在評(píng)課中能夠自覺關(guān)注師生之間的互動(dòng),兼顧課堂主導(dǎo)者和主體,并且尋求觀察視角的豐富和全面,值得肯定。但依然存在評(píng)課不規(guī)范,對(duì)課程學(xué)科性質(zhì)敏感度不夠,評(píng)課視角貪大求全,缺乏整體性,不夠規(guī)范等問題。2.通過對(duì)初中英語(yǔ)新手教師與熟手教師的評(píng)課進(jìn)行內(nèi)容維度上的對(duì)比分析,可以看出熟手教師對(duì)學(xué)生學(xué)習(xí)給予較多關(guān)注,能以學(xué)生為出發(fā)點(diǎn),明確學(xué)生在教學(xué)中的主體地位。新手教師對(duì)...

【文章頁(yè)數(shù)】：71 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgement
Abstract
摘要
Abbreviation
1.Introduction
    1.1 Research Background
    1.2 Research Significance
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
2.Literature Review
    2.1 Relevant Concepts
        2.1.1 Class Evaluation
        2.1.2 Novice Teacher and Experienced Teacher
    2.2 Theoretical Basis
        2.2.1 Teacher Professional Development Stage Theory
        2.2.2 Wallace’s Practice--Reflection Theory
    2.3 Researches on Class Evaluation at Home and Abroad
        2.3.1 Researches on Class Evaluation Abroad
        2.3.2 Researches of Class Evaluation at Home
        2.3.3 Limitations of Previous Researches
3.Research Design
    3.1 Research Aim
    3.2 Research Questions
    3.3 Research Subjects
    3.4 Research Instruments
        3.4.1 Voice Recorder
        3.4.2 LICC Class Observation Framework
        3.4.3 Interview
    3.5 Research Procedure
        3.5.1 Data Collection
        3.5.2 Transcription
        3.5.3 Data Analysis
4.Results and Discussion
    4.1 The Current Situation on Class Evaluation of English Teacher in Junior Middle School
        4.1.1 General Analysis on Class Evaluation of English Teacher in Junior Middle School
        4.1.2 Analysis on Learning Dimension
        4.1.3 Analysis on Instruction Dimension
        4.1.4 Analysis on Curriculum Dimension
        4.1.5 Analysis on Culture Dimension
        4.1.6 Summary
    4.2 Differences of Class Evaluation between NT and ET
        4.2.1 General Differences of Class Evaluation between NT and ET
        4.2.2 Differences of Learning Dimension between NT and ET
        4.2.3 Differences of Instruction Dimension between NT and ET
        4.2.4 Differences of Curriculum Dimension between NT and ET
        4.2.5 Differences of Culture Dimension between NT and ET
        4.2.6 Summary
    4.3 The Reasons for Differences of Class Evaluation between NT and ET
        4.3.1 Cognition of Class Evaluation
        4.3.2 Identification of Teaching Subjects
        4.3.3 Drive of Internal Demand
        4.3.4 Mastery of Students’Learning Situation
        4.3.5 Summary
5.Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations
Bibliography
Appendix1
Appendix2
伊犁師范大學(xué)碩士研究生學(xué)位論文導(dǎo)師評(píng)閱表



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