在當(dāng)前的教育形勢下,教育實習(xí)作為高等師范院校重要的實踐環(huán)節(jié)面臨著重大而又深刻的變革,其中很多職前教師缺少有效的教學(xué)反思,這一研究話題的實踐意義和應(yīng)用價值日益受到重視。教學(xué)實習(xí)是一個復(fù)雜的、充滿矛盾的具體階段,具有社會性、教育性和個性化多重特點,而從這些矛盾和挑戰(zhàn)中引發(fā)的教學(xué)反思,能夠極大地影響職前教師在教育教學(xué)觀念、執(zhí)教能力、自我身份認(rèn)同等多方面的變化和再建構(gòu),其中微觀層面的反思能力強(qiáng)弱反映著教師專業(yè)化程度的高低。近年來,國內(nèi)外學(xué)者們也開始關(guān)注外語教育實習(xí)的研究,但其研究重點主要聚焦在理論層面的探討,比如反思意識和途徑的變化,教育實習(xí)對反思能力的影響研究,以及教育實習(xí)政策、模式、發(fā)展趨勢和國際比較研究等方面;但關(guān)于職前教師這一特殊群體在此期間個人能力變化、實習(xí)指導(dǎo)方案以及有關(guān)學(xué)科教學(xué)設(shè)計的反思方法等實習(xí)技巧的微觀應(yīng)用研究較少。因此基于前人研究的薄弱方面,本文旨在深入了解實習(xí)階段職前教師的教學(xué)設(shè)計反思的發(fā)展,尤其是其中的困難和價值,從而加強(qiáng)師范院校對教育實習(xí)中個體綜合素質(zhì)培養(yǎng)的實證研究,完善職前教師教育教學(xué)設(shè)計的反思能力培養(yǎng)方案。本文在研究國內(nèi)外反思能力及職前教師教學(xué)設(shè)計能力的研究基礎(chǔ)上...

【文章頁數(shù)】：94 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter1 Introduction
    1.1 Research background
    1.2 Research significance
        1.2.1 Theoretical significance
        1.2.2 Practical significance
    1.3 Organization of the paper
Chapter2 Key Concepts Defined
    2.1 Definition of pre-service English teachers
    2.2 Definitions of instructional design
    2.3 Definition of teaching practicum
    2.4 Definition of reflective ability
Chapter3 Literature Review
    3.1 Researches of reflection
        3.1.1 Studies abroad
        3.1.2 Studies in China
    3.2 Researches of teaching reflection ability
        3.2.1 Studies abroad
        3.2.2 Studies in China
    3.3 Researches of pre-service teachers’reflective ability
        3.3.1 Studies abroad
        3.3.2 Studies in China
    3.4 Researches of instruction design
        3.4.1 Studies abroad
        3.4.2 Studies in China
Chapter4 Research Design
    4.1 Research questions
    4.2 The participants
        4.2.1 Selection of free-charge normal students and master candidates in English education
        4.2.2 Description of educational practicum
    4.3 Questionnaire survey
        4.3.1“Pre-service English Teacher’s Reflective Ability Measurement Form”
        4.3.2“Pre-service English Teacher’s Reflective Ability to Instructional DesignMeasurement Form”
    4.4 Case study
    4.5 The interview
        4.5.1 Interviewing method
        4.5.2 Interview questions
    4.6 Research procedures
        4.6.1 Data collection
        4.6.2 Data analysis
Chapter5 Results and Discussion
    5.1 The research of pre-service English teachers’teaching reflection
        5.1.1 Overall reflections of pre-service English teachers
        5.1.2 A study on the operational level of pre-service English teachers’reflection
        5.1.3 A study on the cognitive level of pre-service English teachers’reflection
        5.1.4 A study on the emotional level of pre-service English teachers’reflection
        5.1.5 A study on meta-cognitive level of pre-service English teachers’reflection
        5.1.6 A study on the critical level of pre-service English teachers’reflection
        5.1.7 A study on the moral level of pre-service English teachers’reflection
        5.1.8 Summary
    5.2 Research on the development of reflection on instructional design of pre-service Englishteachers in teaching practicum
        5.2.1 Results of the questionnaire
        5.2.2 Case study analysis
        5.2.3 Results of reflective diaries analysis
Chapter6 Factors Influencing the Reflective Ability of Pre-service English Teachersin Teaching Practicum
    6.1 Questionnaire based analysis of influencing factors
    6.2 Interview content based analysis of influencing factors
    6.3 Summary
Chapter7 Conclusions and Suggestions
    7.1 Conclusion
        7.1.1 The characteristics of pre-service English teachers’teaching reflection
        7.1.2 The development of reflective ability on pre-service English teachers’instructionaldesign during the practicum
        7.1.3 Factors influencing the reflective ability of instructional design in teaching practicum
    7.2 Suggestions
        7.2.1 Suggestions before starting the teaching practicum
        7.2.2 Suggestions during the teaching practicum
Chapter8 Innovation and Inadequacy
References
AppendixⅠ Pre-service English Teacher’s Reflective Ability Measurement Form
AppendixⅡ Pre-service English Teacher’s Reflective Ability to Instructional DesignMeasurement Form
AppendixⅢ Case Study
AppendixⅣ Reflection Dairies of8 Weeks
AppendixⅤ Interview Questions
Acknowledgements



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