初中英语教师课程理念的调查研究(学位论文).pdf
《初中英语教师课程理念的调查研究(学位论文).pdf》由会员分享,可在线阅读,更多相关《初中英语教师课程理念的调查研究(学位论文).pdf(71页珍藏版)》请在咨信网上搜索。
1、鲁东大学硕士学位论文初中英语教师课程理念的调查研究学位类别:教育硕士专业领域:学科教学(英语)鲁东大学外国语学院 AcknowledgementsI would especially like to extend my heartfelt gratitude to a number of persons without whose help it could have been impossible for me to complete this thesis.To start with,my sincere thanks go to my supervisor,Professor Su Yo
2、ng,he read and responded to the drafts of each chapter more carefully than I could have expected.His oral and written comments are always helpful and appropriate.Without his expert guidance,the completion of the present thesis would have been impossible.Professor Su Yong has helped me through the wh
3、ole procedure of this study.When I prepared for the study,he offered me a quantity of materials and some useful recommendations.Never does such assistance stop.In the period of writing,he was always ready to answer my questions.When the first draft was completed,he devoted her time and energy to rev
4、ising it and giving me more detailed ideas for further revisions.Besides,I feel indebted to Prof.Lv Jun,Prof.Xiang Ping,Prof.Zhang Fachun,Prof.Li Jieping,Prof.Cao Shiqing,Prof Zheng Chengping and other teachers who have provided me with valuable advice,some needful information as well as writing ski
5、lls.Whafs more,my thanks are extended to all of friends for their continuous support.Here,I give my sincere thanks to my friends Mr.Sun Wanmao,Mr.Yang Siyuan,and Ms.Kang WenJie,who gave me some very good advice,continuous support and encouragement.Last but not least,my thanks are also extended to al
6、l the teachers and students who participated in the questionnaire and interviews and offered me the first-hand information.AbstractCurriculum ideologies are personal beliefs about what educational institutions should teach,for what ends,and for what reasons.Curriculum ideologies are extensively beli
7、eved to be divided into four different categories:scholar academic curriculum ideology,learner-centered curriculum ideology,social efficiency ideology,and social reconstruction curriculum ideology.Each of these ideologies reflects different epistemological beliefs regarding schooling,teaching,learni
8、ng,childhood,knowledge,evaluation.Curriculum ideologies are important parts of teachers9 educational ideas,and the newest curriculum ideologies will promote the development of teachers.Teachers5 understanding of their own curriculum ideologies will also promote teachers understanding and reflection
9、on their educational concepts,thus promoting their own growth.By adopting quantitative and qualitative approach,this study is devoted to elaborating on figuring out two questions:1)What is the present situation of junior middle school English teachers curriculum ideologies?2)What are the influential
10、 factors hindering the junior middle school English teachers5 curriculum ideologies?Using questionnaires and interviews,the author has conducted an in-depth investigation of the current situation and influencing factors of junior middle school English teachers5 curriculum ideologies.In this study,qu
11、estionnaires have sent out to junior middle school English teachers in Shandong Province.A total of 294 questionnaires have been received,280 questionnaires are valid,and nine junior middle school English teachers have been interviewed.The findings of the study are shown as follows:1)It is found tha
12、t the learner-centered curriculum ideology has the highest recognition among junior middle school English teachers in Shandong Province,which is reflected in dimensions of teaching,learning,and evaluation,and the second highest recognition curriculum ideology among junior middle school English teach
13、ers is social reconstruction curriculum ideology,which is reflected inidimensions of aims of schools and teachers.Junior middle school English teachers accept the scholar academic ideology as the least popular ideology;this curriculum ideology is the least preferred one regarding the aims of schools
14、,learning,teaching,childhood,and evaluation.However,fbr the dimension of childhood,junior middle school English teachers curriculum ideology is confused.It shows that English teachers5 knowledge of learners is not deep enough at this stage.2)The influential factors hindering the junior middle school
15、 English teachers curriculum ideologies as following:lacking teaching material conditions,lacking understanding of teaching and students,lacking the enthusiasm to attend expert English lectures and forums,and lacking understanding of English curriculum standards.According to the findings of the stud
16、y,the author puts forward corresponding suggestions to junior middle school English teachers.First,teachers must establish diversified curriculum ideologies.Second,teachers should actively participate in professional education training and expert English lectures.In this case,English teachers can ea
17、sily access the latest educational information from various aspects and share their beliefs about education with other English teachers and experts.Third,teachers should enhance the study of English Curriculum Standard.By learning and understanding English curriculum standards,teachers are more like
18、ly to learn about the latest education policies and educational trends to update their curriculum ideology.Fourth,schools must create better teaching conditions for teachers.In philosophy,matter determines consciousness,and consciousness reacts to matter.Therefore,teaching conditions affect the teac
19、hers curriculum system to a large extent.The fifth is to establish a school training system and research community with surrounding schools.Key words:curriculum ideologies;junior middle school English teachers;English curriculum standard11摘要课程理念是关于教育机构应该教什么,为什么目的教和为什么而教的个人信 念。课程理念广泛被认为可以分为四个不同的类别:学者
20、学术型、社会效率型、学习者中心型、社会重建型。每一种课程理念都有着对学校教育、教师角色、学 习过程、所授知识、学习者、评价六个方面的不同理解和解释。课程理念是教师 教育教学思想中的重要部分,与时俱进的课程理念会促进教师教育教学的发展,教师对于自身所持课程理念的了解也会促进教师对自我教育观念的认识和反思,从而促进自身成长。通过定量与定性相结合的方法,本文致力于解决以下2个问题:1)现阶段 的初中英语教师的课程理念的现状是怎么样的?2)影响初中英语教师的课程理 念的因素有哪些?。在本研究中,采用了问卷调查和访谈的方式对初中英语教师 的课程理念的现状和其影响因素展开了深入调查。本文对山东省内的部分初
21、中英 语老师发放了调查问卷,总共收到了问卷294份,其中280份为有效问卷,并对 9名初中英语教师进行了访谈。研究结果发现:1)学习者中心型课程理念在山 东省初中英语老师中认可度最高,体现在教师角色,学习过程,和评价这三个维 度下,位于其次的是社会重建型课程理念,体现在学校教育目的,所授知识这两 个维度下。学者学术型课程理念在教师们的选择中位于最后,具体体现在学校教 育目的,教师角色、所授知识、学习过程、评价这五个维度下。另外对于学习者 这一维度,教师们的课程理念认知是混乱的,表明现阶段英语教师对于学习者的 认知还不够深刻。2)影响初中英语教师的课程理念更新的因素包括:教师缺少 参加专家英语讲
22、座和论坛积极性,教师缺少教学物质条件,教师对教学和学生的 认识不足,教师对英语课程标准的了解不足等。根据研究结果,作者对初中英语教师提出了相应的建议。首先,教师必须要 建立多元化的课程理念。第二,教师应该积极参加职业教育培训和专家英语讲座。在这种情况下,英语教师可以很容易地从各方面获取最新的教育信息,并与其他 英语教师和专家分享他们对教育的看法。第三,教师应该加强英语课程标准的学 习。通过学习和理解英语课程标准,教师更有可能了解最新的教育政策和教育趋 iii势,以更新其课程理念。第四,学校必须为教师创造更好的教学条件。在哲学中,物质决定意识,意识是对物质的反映。因此,教学条件在很大程度上影响着
23、教师 的课程体系。第五是与周边学校建立学校培训体系和研究社区。关键词:课程理念;初中英语教师;英语课程标准ivContentsAbstract.i摘要.iiiContents.IChapter On e Introduction.11.1 Research Background.11.2 Purpose and Significance of the Study.31.3 Structure of the Thesis.5Chapter Tw o Literature Review.62.1 Definitions of Curriculum Ideologies.62.2 Theoretic
24、al Basis.72.2.1 Curriculum Ideologies Theory.72.2.2 Constructivism Theory.102.2.3 John Deweys Education Theory.112.2.4 Behaviorism Theory.122.2.5 Ralph W.Tylers Educational Evaluation and Assessment Theory.132.3 Related Studies on Curriculum Ideologies at Home and Abroad.152.3.1 Overseas Studies on
25、Curriculum Ideologies.152.3.2 Domestic Studies on Curriculum Ideologies.182.4 Summary.20Chapter Th ree Research Methodology.223.1 Research Questions.223.2 Participants.223.3 Instruments.233.3.1 Questionnaire.233.3.2 Interviews.253.4 Data Collection.25Chapter Fo ur Results and Discussion.27I4.1 The C
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 初中英语 教师 课程 理念 调查研究 学位 论文
1、咨信平台为文档C2C交易模式,即用户上传的文档直接被用户下载,收益归上传人(含作者)所有;本站仅是提供信息存储空间和展示预览,仅对用户上传内容的表现方式做保护处理,对上载内容不做任何修改或编辑。所展示的作品文档包括内容和图片全部来源于网络用户和作者上传投稿,我们不确定上传用户享有完全著作权,根据《信息网络传播权保护条例》,如果侵犯了您的版权、权益或隐私,请联系我们,核实后会尽快下架及时删除,并可随时和客服了解处理情况,尊重保护知识产权我们共同努力。
2、文档的总页数、文档格式和文档大小以系统显示为准(内容中显示的页数不一定正确),网站客服只以系统显示的页数、文件格式、文档大小作为仲裁依据,平台无法对文档的真实性、完整性、权威性、准确性、专业性及其观点立场做任何保证或承诺,下载前须认真查看,确认无误后再购买,务必慎重购买;若有违法违纪将进行移交司法处理,若涉侵权平台将进行基本处罚并下架。
3、本站所有内容均由用户上传,付费前请自行鉴别,如您付费,意味着您已接受本站规则且自行承担风险,本站不进行额外附加服务,虚拟产品一经售出概不退款(未进行购买下载可退充值款),文档一经付费(服务费)、不意味着购买了该文档的版权,仅供个人/单位学习、研究之用,不得用于商业用途,未经授权,严禁复制、发行、汇编、翻译或者网络传播等,侵权必究。
4、如你看到网页展示的文档有www.zixin.com.cn水印,是因预览和防盗链等技术需要对页面进行转换压缩成图而已,我们并不对上传的文档进行任何编辑或修改,文档下载后都不会有水印标识(原文档上传前个别存留的除外),下载后原文更清晰;试题试卷类文档,如果标题没有明确说明有答案则都视为没有答案,请知晓;PPT和DOC文档可被视为“模板”,允许上传人保留章节、目录结构的情况下删减部份的内容;PDF文档不管是原文档转换或图片扫描而得,本站不作要求视为允许,下载前自行私信或留言给上传者【曲****】。
5、本文档所展示的图片、画像、字体、音乐的版权可能需版权方额外授权,请谨慎使用;网站提供的党政主题相关内容(国旗、国徽、党徽--等)目的在于配合国家政策宣传,仅限个人学习分享使用,禁止用于任何广告和商用目的。
6、文档遇到问题,请及时私信或留言给本站上传会员【曲****】,需本站解决可联系【 微信客服】、【 QQ客服】,若有其他问题请点击或扫码反馈【 服务填表】;文档侵犯商业秘密、侵犯著作权、侵犯人身权等,请点击“【 版权申诉】”(推荐),意见反馈和侵权处理邮箱:1219186828@qq.com;也可以拔打客服电话:4008-655-100;投诉/维权电话:4009-655-100。