本文選題：教師信念 + 教師行為��； 參考：《西南大學(xué)》2015年碩士論文

【摘要】：如今,教師信念成為了教師專業(yè)發(fā)展研究的一個(gè)熱點(diǎn),因?yàn)榻處熜拍钍怯绊懡處熃虒W(xué)的一個(gè)直接因素和重要因素。Borg (2003)認(rèn)為,語言教學(xué)受到眾多因素影響,從內(nèi)因方面來看,其中比較直接的影響因素就是教師信念。但是,教師信念是一個(gè)宏觀而抽象的概念,因此我們要對(duì)教師信念的某一個(gè)方面進(jìn)行研究才更有意義。所以,本文作者從有效閱讀教學(xué)的角度出發(fā),探究高中英語教師關(guān)于有效閱讀教學(xué)的教學(xué)信念和行為。本論文圍繞三個(gè)問題展開：1)高中英語教師對(duì)閱讀有效教學(xué)持什么信念?2)在課堂教學(xué)中,他們是如何實(shí)施這種信念的?3)哪些因素影響了英語教師關(guān)于閱讀有效教學(xué)的信念與行為?該研究采取了定量研究與定性研究相結(jié)合的方式,對(duì)重慶市三位重點(diǎn)中學(xué)的高中英語教師進(jìn)行了個(gè)案研究。本文主要是通過教師訪談、課堂觀察和學(xué)生問卷來搜集數(shù)據(jù)。本文通過對(duì)三位高中英語教師進(jìn)行課前訪談、課堂觀察、課后訪談了解教師關(guān)于高中英語有效閱讀教學(xué)的信念和行為,并結(jié)合148位學(xué)生的問卷,以探究高中英語教師對(duì)有效閱讀教學(xué)所持的信念以及在課堂上的行為,再深層次探究哪些因素影響了英語教師關(guān)于閱讀有效教學(xué)的信念和行為。該研究表明：(1)三位教師都認(rèn)為,高中英語有效教學(xué)主要是指學(xué)生能夠掌握文章的主旨大意,并能夠抓住文章中的一些細(xì)節(jié)。除此以外,各位教師對(duì)此的理解又各有側(cè)重點(diǎn)。比如,雷老師側(cè)重于閱讀技巧和策略的培訓(xùn),郭老師注重學(xué)生在閱讀過程中情感的培養(yǎng)和升華。(2)三位英語教師關(guān)于高中英語閱讀有效教學(xué)的信念和實(shí)踐大致上是一致的,因?yàn)樾袨閷?shí)踐受到教學(xué)信念和思想的引導(dǎo)和左右,但是也在一定程度上有所差異。(3)高中英語教師關(guān)于閱讀有效教學(xué)的信念和實(shí)踐存在一些差異,主要是受兩方面因素的影響。一是教師本身的局限。教師的語言教學(xué)觀、教師的教學(xué)水平和教師的教學(xué)經(jīng)驗(yàn)。二是現(xiàn)實(shí)的環(huán)境因素：1)學(xué)生實(shí)際的英語語言水平；2)課堂教學(xué)的復(fù)雜性；3)考試所帶來的壓力。作者希望通過這個(gè)研究所得到的結(jié)論,為教師在閱讀有效教學(xué)中提供一些依據(jù)和意見,供教師在實(shí)踐后去反思和改善,并希望引起教育界的關(guān)注,切切實(shí)實(shí)地通過一些改革或改善來促進(jìn)高中英語閱讀教學(xué)有效性的提高。
[Abstract]:Nowadays, teachers' beliefs have become a hot topic in the research of teachers' professional development, because teachers' beliefs are a direct and important factor that affects teachers' teaching. Among them, the direct influence factor is teacher's belief. However, teacher belief is a macro and abstract concept, so it is more meaningful to study one aspect of teacher belief. Therefore, from the perspective of effective reading teaching, the author explores the teaching beliefs and behaviors of high school English teachers on effective reading teaching. This thesis focuses on three questions: (1) what do senior English teachers believe in effective teaching of reading? (2) in classroom teaching, How do they implement this belief? (3) what factors affect English teachers' beliefs and behaviors about effective teaching of reading? A case study of senior high school English teachers in three key middle schools in Chongqing was carried out by combining quantitative and qualitative studies. This paper collects data through teacher interview, classroom observation and student questionnaire. In this paper, three senior high school English teachers were interviewed before class, classroom observation and after-class interviews to find out the teachers' beliefs and behaviors about effective reading teaching in senior high school, and 148 students' questionnaires were used. In order to explore the beliefs and behaviors of English teachers in effective reading teaching in senior high school, and further explore which factors affect the beliefs and behaviors of English teachers about effective reading teaching. The study shows that all three teachers agree that effective English teaching in senior high school mainly means that students can grasp the main idea of the article and grasp some details of the article. In addition, the teachers to this understanding has their own emphases. For example, teacher Lei focuses on the training of reading skills and strategies, while Ms. Guo pays attention to the cultivation and sublimation of students' emotions in the process of reading.) the beliefs and practices of the three English teachers on effective teaching of English reading in senior high schools are roughly the same. Because behavioral practice is guided and controlled by teaching beliefs and thoughts, but to some extent, there are some differences in the beliefs and practices of English teachers about effective teaching of reading, which are mainly influenced by two factors. One is the limitation of teachers themselves. Teachers' views on language teaching, teachers' teaching level and teachers' teaching experience. The second is the realistic environmental factor: 1) the students' actual English language proficiency and 2) the complexity of classroom teaching. The author hopes to provide some basis and advice for teachers in effective teaching of reading through the conclusions of this study, for teachers to reflect on and improve after practice, and hope to attract the attention of the educational circles. To promote the effectiveness of English reading teaching in senior high school through some reforms or improvements.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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本文編號(hào)：2018009