發(fā)布時(shí)間：2024-01-14 09:54

　　教育實(shí)習(xí)為職前教師們提供了寶貴的學(xué)習(xí)機(jī)會(huì),讓他們能夠在真實(shí)的課堂情境中把理論學(xué)習(xí)與教學(xué)實(shí)踐相結(jié)合,為未來的教學(xué)生涯做好充分準(zhǔn)備。作為特定學(xué)科領(lǐng)域的資深教師,實(shí)習(xí)指導(dǎo)教師們?cè)诼毲敖處煹慕虒W(xué)實(shí)踐中扮演著重要的角色,他們往往被實(shí)習(xí)生們奉為角色榜樣。此前的研究已經(jīng)涉及了教師教育的多個(gè)領(lǐng)域,其中包括對(duì)不同實(shí)習(xí)模式的探索以及數(shù)學(xué)、物理、音樂等各學(xué)科教學(xué)實(shí)習(xí)的現(xiàn)狀。然而在我國,卻少有研究把關(guān)注點(diǎn)放于英語學(xué)科的教學(xué)實(shí)習(xí),研究者們也很少從職前教師的角度研究實(shí)習(xí)指導(dǎo)教師。鑒于不同國家乃至不同學(xué)科領(lǐng)域的教育實(shí)習(xí)都存在差異,加深對(duì)國內(nèi)的職前英語教師的教學(xué)實(shí)習(xí)現(xiàn)狀以及實(shí)習(xí)指導(dǎo)教師所帶來的影響的認(rèn)識(shí)就顯得很有必要,以此促進(jìn)教育實(shí)習(xí)質(zhì)量的提升。因此,本研究旨在探索實(shí)習(xí)指導(dǎo)教師在教育實(shí)習(xí)過程中給職前教師們帶來的影響。本研究主要圍繞以下三個(gè)問題而展開:(1)在職前英語教師的教育實(shí)習(xí)中,實(shí)習(xí)指導(dǎo)教師在哪些方面影響了職前英語教師的教學(xué)實(shí)踐?哪些是積極的或消極的?(2)實(shí)習(xí)指導(dǎo)教師通過怎樣的方式給職前英語教師帶來影響?職前英語教師們喜歡哪種指導(dǎo)模式?(3)職前英語教師在哪些方面未能受到實(shí)習(xí)指導(dǎo)教師的影響?本研究以華中師范大學(xué)...

【文章頁數(shù)】：74 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements 摘要 Abstract 1. Introduction
1.1 Background to the Research
1.2 Purposes and Significance of the Research
1.3 Layout of the Dissertation 2. Literature Review
2.1 Studies on the Teaching Practicum
    2.1.1 Educational value and Purposes of the Teaching Practicum
    2.1.2 Problems Existing in Current Teaching Practicum
2.2 Cooperating Teachers' Impact on the Practicum
    2.2.1 Role Diversities and essential qualities of Cooperating Teachers
    2.2.2 Mentoring relationships during the practicum
    2.2.3 Mentoring Approaches of Cooperating Teachers
2.3 Summary of Previous Studies 3. Research Design
3.1 Research Questions
3.2 Research Context and Participants
3.3 Research Instruments
    3.3.1 Questionnaire
    3.3.2 Participatory observation
    3.3.3 Interview
3.4 Data Collection and Analysis
    3.4.1 Data Collection
    3.4.2 Data Analysis 4. Results and Discussion
4.1 Results
    4.1.1 Areas of influence that cooperating teachers exert on student teachers'teaching practice
    4.1.2 Mentoring approaches employed by cooperating teachers and studentteachers' preferential approaches
    4.1.3 The areas of unrealized effect of cooperating teachers on student teachers'teaching practice
4.2 Discussion
    4.2.1 Cooperating teachers' impact on student teachers' teaching practice: morepositive aspects
    4.2.2 Collaborative approach:mentoring approach employed by mostcooperating teachers and most student teachers' preferential approach
    4.2.3 Reasons for the areas cooperating teachers exert unrealized effect onstudent teachers' teaching practice 5. Conclusion
5.1 Summary of Findings
5.2 Implications
    5.2.1 Teacher educators: enhance the practicum management
    5.2.2 Cooperating teachers: fulfill their roles in the mentorship
    5.2.3 Pre-service teachers: improve their competence and make preparation
    5.2.4 Researchers: extend the research scope in EFL teaching practicum
5.3 Limitations Bibliography Appendix one Appendix two



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