教師信念在極大程度上影響著教學行為,而閱讀是外語環(huán)境下語言輸入最重要的途徑。教師的閱讀教學信念很大程度上影響著閱讀課堂教學,并決定著課堂教學的目標與內容,師生在課堂中扮演的角色,課堂活動設計的理論與實踐以及對學生課堂表現的反饋等。高中英語教師閱讀教學信念與教學行為的研究具有重要的理論意義和實踐價值。但是當前國內關于教師信念的研究中,有關英語教師閱讀教學信念的研究較少,且現有研究中,有關英語教師閱讀教學方法和教學行為之間的關系的討論相對較多,對英語教師關于閱讀教學目的、內容、師生角色、課堂活動設計及對學生閱讀課堂表現反饋的教師信念卻鮮有涉及;現有研究中關于大學英語教師的閱讀教學信念的研究較多,對當前國內英語新課標背景下高中英語教師閱讀教學信念研究較少;此外,現有研究中基于問卷調查的量性研究相對較多,結合問卷調查、訪談和課堂觀察的質性研究或混合研究較少。因此,本研究旨在探索高中英語教師在英語新課程標準背景下持有的閱讀教學信念,并通過對重慶市某中學教師英語閱讀教學的個案研究,探討教師信念與行為之間的關系,并探究其中的影響因素。本研究旨在回答以下三個研究問題:第一,高中英語教師持有怎樣的閱讀教...

【文章頁數】：77 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Aims and Significance of the Study
    1.3 Layout of the Thesis
Chapter Two Literature Review
    2.1.Teachers’Beliefs
        2.1.1 Definition of Teacher’s Beliefs
        2.1.2 English Teacher’s Beliefs
    2.2 Studies on Teachers’Beliefs
        2.2.1 The Content of Teacher’s Beliefs
        2.2.2 Factors Influencing Teacher’s Beliefs
        2.2.3 The Relationshipss between Teacher’s Beliefs and Behaviors
        2.2.4 Teacher’s Beliefs and Teachers’Professional Development
    2.3 Studies on the Relationshipss between Teacher’s Beliefs and ClassroomBehaviors about Reading Instruction
    2.4 Summary
Chapter Three Research Design
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Interviews
        3.3.3 Classroom Observations
    3.4 Data Collection and Analysis
Chapter Four Results and Discussions
    4.1 Teachers’Beliefs about Reading Instruction
        4.1.1 Teachers’Beliefs about the Goals of Reading Instruction
        4.1.2 Teachers’Beliefs about the Contents of Reading Instruction
        4.1.3 Teachers’Beliefs about Teacher-student Roles
        4.1.4 Teachers’Beliefs about Instructional Activities
        4.1.5 Teachers’Beliefs about Feedback on Students’Performances
    4.2 Relationshipss between Teachers’Beliefs and Classroom Behaviors
        4.2.1 Teacher’s Stated Beliefs
        4.2.2 Teachers’Classroom Behaviors
        4.2.3 Relationshipss between Teacher’s Beliefs and Classroom Behaviors
    4.3 Underlying Reasons for the Inconsistency between Teachers’Beliefs andBehaviors
        4.3.1 Individual Factors
        4.3.2 Contextual Factors
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study and Suggestions for Future Research
References
Appendix1
Appendix2
Appendix3
Appendix4



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