課程理念是關(guān)于教育機(jī)構(gòu)應(yīng)該教什么,為什么目的教和為什么而教的個人信念。課程理念廣泛被認(rèn)為可以分為四個不同的類別:學(xué)者學(xué)術(shù)型、社會效率型、學(xué)習(xí)者中心型、社會重建型。每一種課程理念都有著對學(xué)校教育、教師角色、學(xué)習(xí)過程、所授知識、學(xué)習(xí)者、評價六個方面的不同理解和解釋。課程理念是教師教育教學(xué)思想中的重要部分,與時俱進(jìn)的課程理念會促進(jìn)教師教育教學(xué)的發(fā)展,教師對于自身所持課程理念的了解也會促進(jìn)教師對自我教育觀念的認(rèn)識和反思,從而促進(jìn)自身成長。通過定量與定性相結(jié)合的方法,本文致力于解決以下2個問題:1)現(xiàn)階段的初中英語教師的課程理念的現(xiàn)狀是怎么樣的?2)影響初中英語教師的課程理念的因素有哪些?。在本研究中,采用了問卷調(diào)查和訪談的方式對初中英語教師的課程理念的現(xiàn)狀和其影響因素展開了深入調(diào)查。本文對山東省內(nèi)的部分初中英語老師發(fā)放了調(diào)查問卷,總共收到了問卷294份,其中280份為有效問卷,并對9名初中英語教師進(jìn)行了訪談。研究結(jié)果發(fā)現(xiàn):1)學(xué)習(xí)者中心型課程理念在山東省初中英語老師中認(rèn)可度最高,體現(xiàn)在教師角色,學(xué)習(xí)過程,和評價這三個維度下,位于其次的是社會重建型課程理念,體現(xiàn)在學(xué)校教育目的,所授知識這兩個維度... 

【文章來源】：魯東大學(xué)山東省

【文章頁數(shù)】：74 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose and Significance of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Definitions of Curriculum Ideologies
    2.2 Theoretical Basis
        2.2.1 Curriculum Ideologies Theory
        2.2.2 Constructivism Theory
        2.2.3 John Dewey’s Education Theory
        2.2.4 Behaviorism Theory
        2.2.5 Ralph W.Tyler’s Educational Evaluation and Assessment Theory
    2.3 Related Studies on Curriculum Ideologies at Home and Abroad
        2.3.1 Overseas Studies on Curriculum Ideologies
        2.3.2 Domestic Studies on Curriculum Ideologies
    2.4 Summary
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Interviews
    3.4 Data Collection
Chapter Four Results and Discussion
    4.1 The Current Situation of Junior Middle School English Teachers’CurriculumIdeologies
        4.1.1 Results and Analysis of the Questionnaire
        4.1.2 Results and Analysis of the Interviews
    4.2 The Influential Factors Hindering Junior Middle Schools English Teachers’Curriculum Ideologies
        4.2.1 Lacking Good Teaching Material Condition
        4.2.2 Lacking the Enthusiasm to Attend Expert English Lectures
        4.2.3 Lacking Understanding of English Curriculum Standards
        4.2.4 Lacking Understanding of Teaching and Students
Chapter Five Conclusion
    5.1 Major Findings of the Study
    5.2 Suggestions
        5.2.1 Establishing Diversified Curriculum Ideologies
        5.2.2 Participating Actively in Professional Education Training and ExpertEnglish Lectures
        5.2.3 Enhancing the Study of English Curriculum Standards
        5.2.4 Creating a Better Teaching Condition
        5.2.5 Establishing School Self-cultivation System and Research Communitywith Surrounding Schools
    5.3 Limitations of the Study and Suggestions for Future Study
References
Appendix One Questionnaire
Appendix Two Interview Questions
About the Author



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