本文選題：合作教學(xué) + 英語教師　； 參考：《寧波大學(xué)》2017年碩士論文

【摘要】：目前,就國際研究動向而言,“新專業(yè)主義”和“同儕互助”成為有效推進(jìn)教師專業(yè)發(fā)展的兩大理論。它們將目光從以往關(guān)注教師的自治和個(gè)人發(fā)展,轉(zhuǎn)而聚焦于教師發(fā)展的同儕互助和合作文化。然而,在我國,受傳統(tǒng)文化和學(xué)校考核體制的影響,教師之間往往各自為政、互不干涉、惡性競爭,使其難以形成和諧融洽的合作關(guān)系。長此以往,孤立的氛圍不僅限制著教師的專業(yè)發(fā)展,而且阻礙了教學(xué)改革的深化與推進(jìn)。本研究從“合作教學(xué)”這一新型的教師培養(yǎng)模式著手,通過英語教師合作教學(xué)的實(shí)施個(gè)案,圍繞兩大問題開展深入研究:第一,英語教師合作教學(xué)的實(shí)施過程;第二,英語教師在合作教學(xué)中發(fā)生的變化和取得的專業(yè)成長。具體而言,本研究選取N市某職業(yè)技術(shù)學(xué)院公共英語教研室的一個(gè)合作教學(xué)團(tuán)隊(duì)作為研究對象,該團(tuán)隊(duì)由三位有著不同教學(xué)觀念、教學(xué)風(fēng)格和教學(xué)經(jīng)驗(yàn)的英語老師(C老師、Z老師和W老師)組成。研究主要采用觀察法、案例分析法和訪談法等對合作教學(xué)的全過程進(jìn)行資料的收集、記錄與分析,從而了解英語教師合作教學(xué)的目的、內(nèi)容與形式。之后,運(yùn)用Clarke和Hollingsworth提出的“專業(yè)成長交互模型”,通過對英語教師合作教學(xué)前后專業(yè)發(fā)展?fàn)顩r的對比,從外部領(lǐng)域、個(gè)人領(lǐng)域、實(shí)踐領(lǐng)域和結(jié)果領(lǐng)域這四個(gè)維度重點(diǎn)探討了三位英語教師在合作教學(xué)過程中所發(fā)生的變化和取得的專業(yè)成長。研究發(fā)現(xiàn),該英語教師群體的合作呈現(xiàn)良好的發(fā)展態(tài)勢,表現(xiàn)出時(shí)空角度的立體、多維的特征。從時(shí)間角度而言,合作教學(xué)包括課前、課中和課后;從空間角度而言,包括教室、辦公室、會議室、咖啡吧等場所。同時(shí),三位處于不同發(fā)展階段,存在不同發(fā)展困惑的英語教師通過合作教學(xué),均在外部、實(shí)踐、結(jié)果和個(gè)體這四個(gè)領(lǐng)域取得了不同程度的發(fā)展:1、外部資源的擴(kuò)充,外部力量的支持,和諧氛圍的營造;2、合作教學(xué)行動研究的開展,教學(xué)模式的創(chuàng)新、教學(xué)方法的多樣化;3、教學(xué)氛圍輕松愉快,教學(xué)內(nèi)容豐富充實(shí),學(xué)生成績穩(wěn)步上升,教學(xué)效果明顯提升;4、知識庫存不斷拓展,教學(xué)技能快速提升,教學(xué)信念逐步轉(zhuǎn)變,教學(xué)態(tài)度日益明朗。本文希望通過英語教師合作教學(xué)的個(gè)案研究,為教師專業(yè)發(fā)展和學(xué)校教學(xué)改革提供一個(gè)新的視角,并通過不斷地實(shí)踐與摸索,完善合作教學(xué)模式,促進(jìn)教師群體持續(xù)、健康的成長。
[Abstract]:At present, as far as the international research trends are concerned, "neo-professionalism" and "peer assistance" have become two major theories to promote teachers' professional development effectively. Instead of focusing on teachers' autonomy and personal development, they focus on the culture of peer mutual assistance and cooperation in teacher development. However, under the influence of traditional culture and school assessment system, teachers are often independent, do not interfere in each other, and have vicious competition, which makes it difficult to form a harmonious cooperative relationship. In the long run, the isolated atmosphere not only restricts teachers' professional development, but also hinders the deepening and advancing of teaching reform. From the perspective of "cooperative teaching", a new type of teacher training model, this study focuses on two major issues: first, the implementation process of cooperative teaching for English teachers; and second, the implementation of cooperative teaching for English teachers. The changes and professional development of English teachers in cooperative teaching. Specifically, this study selects a cooperative teaching team from the Public English Teaching and Research Department of a vocational and technical college in N city as the research object. The team consists of three students with different teaching concepts. English teachers with teaching style and experience (teacher C and teacher W). The research mainly uses observation, case analysis and interview to collect, record and analyze the whole process of cooperative teaching, so as to understand the purpose, content and form of cooperative teaching for English teachers. Then, using the interactive model of professional growth proposed by Clarke and Hollingsworth, this paper compares the professional development of English teachers before and after cooperative teaching, from the external field and personal field. The four dimensions of practice domain and result domain focus on the changes and professional development of the three English teachers in the process of cooperative teaching. It is found that the cooperation of this group of English teachers shows a good trend of development, showing the three-dimensional and multidimensional characteristics of the space-time perspective. From the point of view of time, cooperative teaching includes pre-class, in-class and after-class; from a spatial point of view, it includes classrooms, offices, meeting rooms, coffee bars and so on. At the same time, three English teachers who are at different stages of development and have different development puzzles have achieved different degrees of development in the four fields of external teaching, practice, result and individual, and the expansion of external resources. With the support of external forces, the construction of harmonious atmosphere, the development of cooperative teaching action research, the innovation of teaching mode, the diversification of teaching methods, the relaxed and pleasant teaching atmosphere, the rich and substantial teaching contents, the steady rise of students' achievements, The teaching effect is obviously improved, the knowledge stock is expanding, the teaching skill is improving rapidly, the teaching belief is changing step by step, and the teaching attitude is becoming clearer day by day. This paper hopes to provide a new perspective for teachers' professional development and school teaching reform through the case study of English teachers' cooperative teaching, and to improve the cooperative teaching model through continuous practice and exploration, so as to promote the continuity of teachers' groups. Healthy growth.
【學(xué)位授予單位】：寧波大學(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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