Understanding Modelling Approach in RICH Education

论文摘要

职前教师教育的质量问题一直是国内外相关学者所长期关注的。随着教师专业化的进一步推行和新课改的全面展开,职前教师教育(师范教育)中传统教学途径的弊端日渐凸显,改变职前教师教育的落后状况,引入行之有效的教学方法的呼声不容忽视。“示范”(modelling)作为一种教学方法,在以往的相关研究中并未受到充分的重视。然而,随着职前教师教育研究的深入,越来越多的学者将这一方法运用到教学中去。“示范”被认为是职前教师教育的有效途径,它的重要性亦日益显现。本文旨在探索在某师范大学外国语学院英语专业的RICH教育之下:1)“示范”这一教学方法有何特征;2)“示范”教学在哪些方面、何种程度上提高职前教师教育的质量。本研究在一年级综合英语课上进行,研究对象是英本0705班和RICH课程改革群体的核心成员、该科任课教师Haifen。本研究所采用的研究方法有叙事研究(Narrative inquiry)、个案研究(Case study method)、观察法和采访等等。所收集的数据时间上为一个学期,数据形式有班级录音、现场笔记、学生的PPT课件和学习档案、采访对话录音,以及其他研究者的相关著作等。在对这些数据的分析和重新建构基础上,形成了四个描绘在RICH教育下“教”与“学”的故事,“示范”这一教学方法将在故事中得以显现。资料分析的结果表明,RICH教育中的“示范”教学有四个特征:1)学习蕴于体验之中;2)学习者为中心;3)以反思促进学习;4)“学为己用”。此外,作者还指出,“示范”教学能培养师范生课程资源开发、课堂交流和评价的能力,有助于师范生在学习中承担起课程资源开发者,与学生的交流者,评价者和反思型学习者的角色,而这些与新课标所倡导的教师角色是不谋而合的。本研究试图为职前教师教育(师范教育)提供一种新的思路,希望能通过对“示范”教学的探析,为我国师范教育、教师培训与发展提供借鉴和有益启示。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Table of Contents
• Chapter One Introduction
• 1.1 The origin of the study
• 1.2 Aim and the rational for the study
• 1.3 The structure of the thesis
• Chapter Two Literature Review
• 2.1 Introduction
• 2.2 Status quo of pre-service English teacher education in China
• 2.3 Searching for effective teacher education in the West
• 2.4 Modelling approach
• 2.4.1 Theoretical basis of modelling
• 2.4.2 Goals of modelling
• 2.4.3 Relevant researches about modelling
• 2.5 RICH education
• 2.5.1 A brief introduction of RICH education
• 2.5.2 Defining modelling in RICH education
• Chapter Three Methodology
• 3.1 Research setting
• 3.3 Participants
• 3.4 Research methods
• 3.4.1 Case study
• 3.4.2 Narrative inquiry
• 3.5 Data collection
• 3.6 Data analysis
• Chapter Four Results of Narrative Inquiry
• Scenario 1 "Teach us what you have learned"
• Scenario 2 "Developing curriculum resources---we do it naturally"
• Scenario 3 "I believe you have developed the ability to assess other's work"
• Scenario 4 "Interaction with students is important"
• Chapter Five Analysis and Discussion
• 5.1 Introduction
• 5.2 The features of modelling in RICH education
• 5.2.1 Learning embedded in experience
• 5.2.2 Making pre-service teachers central to the learning process
• 5.2.3 Enhancing learning about teaching through reflection
• 5.2.4 Facilitating the translation to the pre-service teachers' own practices
• 5.3 The impact of modelling on pre-service English teacher education
• 5.3.1 Pre-service teachers as curriculum resources developers
• 5.3.2 Pre-service teachers as communicators
• 5.3.3 Pre-service teachers as evaluators
• 5.3.4 Pre-service teachers as reflective learners
• 5.4 Summary
• 5.5 Some implications
• Chapter Six Conclusion
• References
• Appendices
• Appendix 1 Fangfang teaches subjunctive mood
• Appendix 2 Data from a conversation with a student after presentation
• Appendix 3 Students' comments on others' portfolios
• Appendix 4 Conversation between Haifen and students after the presentation
• Appendix 5 在读期间发表的论文