【摘要】：教師觀念一直以來是教育研究領(lǐng)域的熱門話題,隨著近來各省高考英語考試改革方案陸續(xù)出臺(tái),對(duì)于改革的重要踐行者教師而言,他們對(duì)高中英語教材的看法作為教師觀念的重要組成部分,無疑將會(huì)對(duì)英語新課程的推行產(chǎn)生積極或消極影響,進(jìn)而影響學(xué)習(xí)者的英語學(xué)習(xí)。我們聽到了許多專家學(xué)者、政策法規(guī)對(duì)教材解讀的聲音,卻很少透過教師的“雙眼”去認(rèn)識(shí)教材,在此情形下,探討實(shí)際層面的教師教材觀兼具理論和實(shí)踐意義。本研究探討實(shí)際層面教師教材觀,即教師對(duì)教材的目標(biāo)、內(nèi)容、結(jié)構(gòu)、教學(xué)的基本看法與價(jià)值認(rèn)同。通過研究,一方面要對(duì)高中英語教師教材觀呈現(xiàn)出來的類型特點(diǎn)進(jìn)行系統(tǒng)分析、歸納,比較它們之間的異同;另一方面,要探究教師對(duì)新一輪高考英語改革的看法以獲知改革對(duì)其所持教材觀的影響。由于研究具有內(nèi)隱性、實(shí)踐性、復(fù)雜性特征,故采取質(zhì)的研究方法,運(yùn)用個(gè)案研究策略,對(duì)東部沿海地區(qū)某市一所市屬高中的三名英語教師進(jìn)行為期半年的跟蹤研究。通過訪談、觀察、文件收集等手段在研究框架基礎(chǔ)上進(jìn)行資料的有效采集。研究發(fā)現(xiàn),三位教師在教材結(jié)構(gòu)觀上差異較小,都認(rèn)同教材“模塊化”編制模式,以及“主題為線,語法其中”的編排體系。其次是教材目標(biāo)觀影響下的教材內(nèi)容觀,三位教師都承認(rèn)傳統(tǒng)英語教學(xué)中詞匯語法的地位,但對(duì)教材內(nèi)容聯(lián)系學(xué)生生活的意義方面持不同看法。三位教師在教材教學(xué)觀上差異較大,依次表現(xiàn)為相對(duì)開放、開放保守兼具、相對(duì)保守。不論何種類型教師,此輪高考改革對(duì)他們所持教材觀在不同維度上確實(shí)存在影響。同時(shí),實(shí)際層面教師教材觀區(qū)別于典型教材觀分類,維度上非一一對(duì)應(yīng)關(guān)系,存在交叉疊合。為促進(jìn)教師教材觀的積極變革,有必要基于后現(xiàn)代主義視角,重新認(rèn)識(shí)教材觀四個(gè)基本維度。并結(jié)合語言材料的選擇、語言學(xué)習(xí)的規(guī)律、語言知識(shí)的呈現(xiàn)、學(xué)生自主學(xué)習(xí)能力培養(yǎng)等方面為教材編寫提供合理建議。
[Abstract]:The concept of teacher has always been a hot topic in the field of educational research. With the reform of college entrance examination in various provinces coming out one after another, it is of great importance to the teachers of the reform. Their views on high school English textbooks, as an important part of teachers' ideas, will undoubtedly have a positive or negative impact on the implementation of the new English curriculum, and thus affect learners' English learning. We have heard a lot of experts and scholars, the interpretation of the teaching materials by policies and regulations, but rarely through the teachers'"eyes" to understand the teaching materials, in this case, to explore the practical level of teachers' view of teaching materials has both theoretical and practical significance. This research probes into the teachers' view of teaching materials on the practical level, that is, teachers' basic views on teaching materials' goals, contents, structures, teaching and value recognition. Through the research, on the one hand, it is necessary to make a systematic analysis of the types and characteristics of the teaching materials of senior high school teachers, summarize and compare the similarities and differences between them; On the other hand, it is necessary to explore the teachers' views on the new round of college entrance examination English reform in order to know the influence of the reform on their views on teaching materials. Because of the implicit, practical and complex characteristics of the study, a six-year follow-up study was carried out on three English teachers from a municipal high school in a city along the eastern coast by using qualitative research method and case study strategy. Through interviews, observations, collection of documents and other means on the basis of the research framework for effective collection of data. It is found that there is little difference between the three teachers in the view of textbook structure. They all agree with the compiling mode of "modularization" of teaching material and the arrangement system of "subject-line and grammar". Second is the teaching material content view under the influence of the teaching material target view. All three teachers recognize the position of vocabulary grammar in the traditional English teaching, but hold different views on the meaning of connecting the teaching material content with the students' life. There are great differences among the three teachers in the view of teaching materials, in turn, they are relatively open, both open and conservative. No matter what type of teachers, this round of college entrance examination reform has a real impact on their views on teaching materials in different dimensions. At the same time, teachers' view of teaching material is different from the classification of typical teaching material at the practical level, which is not one-to-one correspondence in dimension, and there is cross-overlap. In order to promote the positive change of teachers' outlook on teaching materials, it is necessary to re-understand the four basic dimensions of teaching material view based on the perspective of post-modernism. Combined with the choice of language materials, the rule of language learning, the presentation of language knowledge and the cultivation of students' autonomous learning ability, some reasonable suggestions are provided for the compilation of teaching materials.
【學(xué)位授予單位】：寧波大學(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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