教師信念在極大程度上影響著教學(xué)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(xué)信念很大程度上影響著閱讀課堂教學(xué),并決定著課堂教學(xué)的目標(biāo)與內(nèi)容,師生在課堂中扮演的角色,課堂活動(dòng)設(shè)計(jì)的理論與實(shí)踐以及對學(xué)生課堂表現(xiàn)的反饋等。高中英語教師閱讀教學(xué)信念與教學(xué)行為的研究具有重要的理論意義和實(shí)踐價(jià)值。但是當(dāng)前國內(nèi)關(guān)于教師信念的研究中,有關(guān)英語教師閱讀教學(xué)信念的研究較少,且現(xiàn)有研究中,有關(guān)英語教師閱讀教學(xué)方法和教學(xué)行為之間的關(guān)系的討論相對較多,對英語教師關(guān)于閱讀教學(xué)目的、內(nèi)容、師生角色、課堂活動(dòng)設(shè)計(jì)及對學(xué)生閱讀課堂表現(xiàn)反饋的教師信念卻鮮有涉及;現(xiàn)有研究中關(guān)于大學(xué)英語教師的閱讀教學(xué)信念的研究較多,對當(dāng)前國內(nèi)英語新課標(biāo)背景下高中英語教師閱讀教學(xué)信念研究較少;此外,現(xiàn)有研究中基于問卷調(diào)查的量性研究相對較多,結(jié)合問卷調(diào)查、訪談和課堂觀察的質(zhì)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(biāo)準(zhǔn)背景下持有的閱讀教學(xué)信念,并通過對重慶市某中學(xué)教師英語閱讀教學(xué)的個(gè)案研究,探討教師信念與行為之間的關(guān)系,并探究其中的影響因素。本研究旨在回答以下三個(gè)研究問題:第一,高中英語教師持有怎樣的閱讀教...

【文章頁數(shù)】：77 頁

【學(xué)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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