本文選題：出國進修教師　切入點：教師信念　出處：《云南師范大學(xué)》2017年碩士論文

【摘要】：隨著認(rèn)知心理學(xué)的發(fā)展,教師信念受到了越來越多研究者的關(guān)注。人們普遍認(rèn)為,教師信念對教師教學(xué)行為有著重要的影響。Pajares(1992)指出,教師信念對教師的課程計劃、課堂決策和教學(xué)行為的影響遠遠大于教師知識。許多研究致力于探究教師信念與教學(xué)行為的關(guān)系。但是,很少有研究探討出國進修的中學(xué)英語教師這一特殊群體的教師信念與實踐。本研究采用描述性的定性研究方法,調(diào)查了十位完成出國進修回校任教的中學(xué)英語教師回國后的教學(xué)信念,探討了他們的教學(xué)信念與教學(xué)實踐的關(guān)系以及學(xué)生對出國進修英語教師課堂教學(xué)的認(rèn)知。研究首先通過對這十位英語教師進行開放式深度訪談來調(diào)查他們歸國后所持有的教師信念,包括對語言、語言學(xué)習(xí)、語言教學(xué)、學(xué)習(xí)者、教師角色和專業(yè)發(fā)展六個方面的信念。然后,從教學(xué)目標(biāo),教學(xué)內(nèi)容,課堂中心,教學(xué)方法,課堂活動,師生角色六個方面對其中四位教師進行了共16個小時的課堂觀察,以此來檢驗教師信念是否反映在教學(xué)實踐中。最后,對這四位教師的200位學(xué)生進行了調(diào)查問卷,進一步證實教師信念和教學(xué)實踐的關(guān)系。本研究主要有三個發(fā)現(xiàn):首先,出國進修的經(jīng)歷對這些英語教師的信念有著重大的影響。海外留學(xué)加強、改變并重塑了他們對語言教學(xué)的種種信念。其次,本研究證明了教師信念與教師實踐部分吻合,但也有不一致性,其影響因素包括內(nèi)部因素和外部因素。最后,學(xué)生認(rèn)為這些老師在課堂上扮演著向?qū)У慕巧?利用豐富的教學(xué)材料,組織多樣的學(xué)習(xí)任務(wù),注重培養(yǎng)學(xué)生口語和英語實用能力。但學(xué)生們也提出這些教師在課堂上教授知識仍然多過互動。作者提出建議:教師應(yīng)當(dāng)針對培訓(xùn)項目進行自我反思,充分利用培訓(xùn)資源,不斷提升專業(yè)素養(yǎng);教育管理機構(gòu)應(yīng)采取相關(guān)措施來保證教師出國進修項目的有效性和實用性。
[Abstract]:With the development of cognitive psychology, more and more researchers pay more and more attention to teachers' beliefs. It is generally believed that teachers' beliefs have an important impact on teachers' teaching behavior. Pajares 1992) points out that teachers' beliefs have great influence on teachers' curriculum planning. The influence of classroom decision-making and teaching behavior is far greater than teachers' knowledge. Many studies have been devoted to exploring the relationship between teachers' beliefs and teaching behaviors. Few studies have explored the teachers' beliefs and practices of a special group of English teachers studying abroad. We investigated the teaching beliefs of ten middle school English teachers who had completed their studies abroad and returned to their schools. This paper probes into the relationship between their teaching beliefs and teaching practice and the students' cognition on the classroom teaching of English teachers studying abroad. The study first investigated the ten English teachers by conducting open and in-depth interviews with them after their return to China. The teacher's beliefs, This includes beliefs about language, language learning, language teaching, learners, teachers' roles and professional development. Then, from the perspective of teaching objectives, teaching content, classroom centers, teaching methods, classroom activities, In order to test whether teachers' beliefs are reflected in teaching practice, four teachers were observed in the classroom for 16 hours from six aspects of teachers' roles. Finally, 200 students of these four teachers were investigated with a questionnaire. To further confirm the relationship between teachers' beliefs and teaching practices, this study has three main findings: first, the experience of studying abroad has a significant impact on the beliefs of these English teachers. It has changed and reshaped their beliefs in language teaching. Secondly, this study has proved that teachers' beliefs are partially consistent with teachers' practice, but there is also inconsistency. The influencing factors include internal and external factors. Students believe that these teachers play a leading role in the classroom, use a wealth of teaching materials, organize a variety of learning tasks, The students also suggest that these teachers still teach more knowledge than interaction in the classroom. The author suggests that teachers should reflect on the training program and make full use of the training resources. Education management should take relevant measures to ensure the effectiveness and practicability of teachers' study abroad.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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