發(fā)布時(shí)間：2025-01-14 21:52

　　二十世紀(jì)八十年代以來(lái),教學(xué)反思受到越來(lái)越多教育界研究者的關(guān)注,成為國(guó)內(nèi)外的研究熱點(diǎn)之一。由于教學(xué)反思是提高教師綜合素質(zhì)和促進(jìn)教師專業(yè)發(fā)展的重要途徑之一,因此更多的教師開(kāi)始將他們的關(guān)注點(diǎn)轉(zhuǎn)向教學(xué)反思。而教育實(shí)習(xí)階段又是連接教育碩士學(xué)習(xí)和工作的重要時(shí)期,并且對(duì)他們的專業(yè)成長(zhǎng)和發(fā)展起著不容忽視的重要作用。因此,教育實(shí)習(xí)階段的培養(yǎng)對(duì)于職前教師教學(xué)反思意識(shí)和教學(xué)反思能力的形成是至關(guān)重要的。這篇論文主要研究了在中學(xué)實(shí)習(xí)的英語(yǔ)教育碩士的教學(xué)反思情況,主要研究了以下兩個(gè)問(wèn)題:1.英語(yǔ)實(shí)習(xí)教師的反思層次在教育實(shí)習(xí)中是如何變化發(fā)展的?2.影響英語(yǔ)實(shí)習(xí)教師教學(xué)反思發(fā)展的因素有哪些?基于以上兩個(gè)研究問(wèn)題,本研究采用個(gè)案研究法,研究對(duì)象為某部署師范大學(xué)五位英語(yǔ)教育碩士。運(yùn)用建構(gòu)主義有關(guān)教學(xué)觀點(diǎn)和Van Manen的反思層次理論對(duì)英語(yǔ)教育碩士的反思層次變化發(fā)展和影響因素進(jìn)行了分析研究。研究發(fā)現(xiàn)雖然在教育實(shí)習(xí)開(kāi)始階段,大多數(shù)實(shí)習(xí)教師的反思層次都處于低層次,但是通過(guò)教育實(shí)習(xí),五位實(shí)習(xí)教師的教學(xué)反思層次都得到了不同程度的提高。在教育實(shí)習(xí)后期,他們的教學(xué)反思層次都能夠達(dá)到實(shí)踐性反思的層次,其中少數(shù)幾個(gè)可以達(dá)到批判性反思層次...

【文章頁(yè)數(shù)】：59 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
1. Introduction
    1.1 Research background
    1.2 Research significance
        1.2.1 Theoretical significance
        1.2.2 Practical significance
    1.3 Framework of the thesis
2. Literature Review
    2.1 Teaching reflection
        2.1.1 Definitions of teaching reflection
        2.1.2 Levels of teaching reflection
        2.1.3 Factors affecting teaching reflection
        2.1.4 Teaching reflection and pre-service teachers' professional development
    2.2 Related studies of pre-service teachers' reflection
        2.2.1 Related studies abroad
        2.2.2 Related studies at home
    2.3 Related studies of pre-service English teachers' reflection
        2.3.1 Related studies abroad
        2.3.2 Related studies at home
    2.4 Theoretical base
3. Research Methodology
    3.1 Research goal and questions
    3.2 Research subjects
    3.3 Research methods
        3.3.1 Reflective journal
        3.3.2 Interview
    3.4 Data collection
4. Results and Discussion
    4.1 Development of pre-service English teachers' teaching reflection levels
        4.1.1 Case of Alice
        4.1.2 Case of Nancy
        4.1.3 Case of Lily
        4.1.4 Case of Mary
        4.1.5 Case of Kate
    4.2 Factors affecting pre-service English teachers' teaching reflection
        4.2.1 Description of these cases
        4.2.2 Analysis of the factors
5. Conclusion
    5.1 Major findings of the research
    5.2 Implications
    5.3 Limitations of the study
Bibliography
Appendix



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