本文選題：教師隱喻 + 教師信念��； 參考：《陜西理工大學》2017年碩士論文

【摘要】：隨著時代的發(fā)展、中外文化的不斷碰撞和教育思想觀念的不斷革新,國內(nèi)外學者對教師信念的研究熱情不斷上升。英語教師信念即是英語教師從意識到行動都堅信的對英語課程、英語教學、學生管理、學生英語學習和評價活動的一種價值判斷。教師的教學觀、學生觀、評價觀、教學行為、學生管理、評價行為都會受到自身信念的影響,同時也能反映出新課程改革在英語教師中的推行情況。中外學者研究教師信念的角度多種多樣,如個案分析、訪談、問卷調(diào)查等。也有學者認為從教師隱喻入手是研究教師信念的良好途徑,因為隱喻具有內(nèi)隱性和認知性,可以暴露教師在一般教育觀點陳述和教育行為中體現(xiàn)不出來的教師信念,讓教師信念的研究更加深入教師的內(nèi)心。本研究以教師隱喻為切入點,探討漢中市中學英語教師信念認識和教師隱喻、教師信念在理論及實踐上受新課程改革和新課標理念的影響程度,對漢中市中學英語教師反思和完善自身教師信念與行為有著十分重要的意義。本研究在前人調(diào)查研究的基礎上,從課程、教學、學生管理、學生學習和評價五個維度編制教師隱喻視角下中學英語教師信念問卷。首先將問卷發(fā)放給兩位老師做預測并修改后,再在陜西省漢中市七所初高中共發(fā)放問卷146份,回收140份,其中有效問卷139份,有效問卷率95.2%。本研究還對其中三名有代表性的中學英語教師進行半結(jié)構(gòu)式訪談及課堂觀察研究。在這些調(diào)查的基礎上,本研究分析了漢中市中學英語教師隱喻與英語教師信念的相關(guān)度,分析了英語教師信念與新課標理念的符合程度,分析了英語教師信念與英語教師課堂行為的相關(guān)度,反映出當前漢中市中學英語教師信念狀況。對調(diào)查問卷的分析可知大多數(shù)漢中市中學英語教師信念總體與新課標理念一致,但在不同維度上的傾向性不一致。在英語教學和學生管理兩個維度上,中學英語教師信念受到考試制度的制約,與新課標理念有所背離。在英語課程、學生英語學習和評價三個維度上,中學英語教師信念與新課標理念基本一致。本研究還分析出教師隱喻在某種程度上與英語教師信念存在相關(guān)關(guān)系。通過訪談與課堂觀察,發(fā)現(xiàn)漢中市中學英語教師信念與教師課堂行為基本保持一致。
[Abstract]:With the development of the times, the continuous collision of Chinese and foreign cultures and the innovation of educational ideas, scholars at home and abroad have been increasing their enthusiasm for the research of teachers' beliefs. The belief of English teachers is a kind of value judgment that English teachers believe in English curriculum, English teaching, student management, students' English learning and evaluation activities. Teachers' views on teaching, students, evaluation, teaching behavior, student management and evaluation are all influenced by their own beliefs, and can also reflect the implementation of the new curriculum reform among English teachers. Chinese and foreign scholars study teachers' beliefs from a variety of angles, such as case analysis, interviews, questionnaires and so on. Some scholars think that it is a good way to study teachers' beliefs from the perspective of teachers' metaphor, because metaphor is implicit and cognitive, and it can expose teachers' beliefs which can not be reflected in the statements of general educational viewpoints and educational behaviors. Let the study of teachers' beliefs go deeper into the teachers' hearts. In this study, teachers' metaphors are taken as the starting point to probe into the cognition of English teachers' beliefs and teachers' metaphors in Hanzhong City. In theory and practice, teachers' beliefs are influenced by the new curriculum reform and the idea of new curriculum standards. It is of great significance to reflect on and perfect teachers' beliefs and behaviors in Hanzhong City. On the basis of previous studies, this study compiled a teacher belief questionnaire from the perspectives of curriculum, teaching, student management, students' learning and evaluation from the perspective of teacher metaphor. First, the questionnaire was sent out to two teachers and revised, then 146 questionnaires were sent out in seven middle and high schools in Hanzhong City, Shaanxi Province, and 140 questionnaires were returned, of which 139 were valid questionnaires, and the effective questionnaire rate was 95.22. The study also conducted a semi-structured interview and classroom observation of three typical middle school English teachers. On the basis of these investigations, this study analyzes the correlation between English teachers' metaphors and English teachers' beliefs in Hanzhong City, and analyzes the degree of conformity between English teachers' beliefs and the new curriculum standards. This paper analyzes the correlation between English teachers' beliefs and English teachers' classroom behaviors and reflects the present situation of English teachers' beliefs in Hanzhong City. The analysis of the questionnaire shows that the beliefs of most middle school English teachers in Hanzhong are consistent with the idea of the new curriculum standard, but they are different in different dimensions. In the two dimensions of English teaching and student management, the beliefs of English teachers in middle schools are restricted by the examination system, which deviates from the idea of the new curriculum standard. In the three dimensions of English curriculum, students' English learning and evaluation, the beliefs of middle school English teachers are basically consistent with the new curriculum standard. The present study also analyzes the relationship between teachers' metaphors and English teachers' beliefs to some extent. Through interviews and classroom observation, it is found that the beliefs of middle school English teachers in Hanzhong City are basically consistent with teachers' classroom behavior.
【學位授予單位】：陜西理工大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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