农村中学英语教师反思性教学现状探究 ——以日照市某县几所农村重点中学为例

论文摘要

近几年来,反思性教学成为国内外教育界研究的热点问题之一,也是当前我国进行的教育改革实践中具有理论价值和实践意思的重要的课题。我国目前正在进行新一轮的基础教育课程改革,教师专业素质的发展受到巨大的挑战,尤其是当前我国社会经济正在发生深刻的变化,国际间的合作和竞争日趋激烈,时代的变化要求新的时代精神和教育理念,所以英语教师只有不断的提高自身的素质才能在新的教育改革时间中提升自身的专业化素质。长期以来,农村地区的英语教学状况不令人满意。目前我国的农村中学英语教师队伍整体上存在着学历层次偏低,年龄分布不均,学科结构失衡等多方面的结构性问题。作为英语基础教育课程改革的重要组成部分,英语学科的教学历来是农村教学的一个薄弱的环节。由于农村英语教师处于一种相对封闭的文化环境当中,其教师的专业化发展显得有尤为重要,教学反思又是目前促进英语教师专业发展的有力的措施,因此研究农村中学英语教师的反思性教学现状显得尤为的迫切。本研究建立在对国内外相关文献阅读分析的基础上,结合研究者在日照市某县十多年的生活经历,对该县区域内经济发展水平不同的七处乡镇的一百六十位老师的反思性教学现状做了调查和访谈,本研究旨在解决三个方面的问题：目前该县农村中学英语教师的反思教学现状是怎么样的呢?影响该县农村中学英语教师反思教学的因素有哪些呢?该采取怎么样的措施去解决呢?本文共分为七章。第一章介绍了论文研究提出的时代背景,价值和研究的意义。第二章综述了国内外的研究现状及其理论基础,包括反思性教学的定义、结构、内容等,以及国内外对反思性教学及英语教师反思性教学的研究。第三章主要介绍了研究的对象和研究方法的选取,主要采用文献研究法,调查问卷及访谈法对该县区域内经济发展水平不同的乡镇英语教师进行调查访谈,从而发现目前农村中学英语教师反思性教学存在的主要的问题。第四章主要是对调查结果的分析,主要对教师队伍基本情况,反思性教学现状及影响反思性教学的因素方面进行了分析。第五章主要对农村中学英语教师反思性教学现状的成因分析。第六章主要针对此现状尝试提出了一些对策及建议,包括加大投入的力度,加强学校的文化建设,突出职后教育和培训的针对性等,以此来促进农村英语教师的专业发展。最后一章对论文进行了总结。

论文目录

• 摘要
• Abstract
• Chapter One Introduction
• 1.1 Background of the Study
• 1.1.1 The Inevitable Requests of English Teachers' Professional Quality Development in the Elementary Education Curriculum Reform
• 1.1.2 Educational Reform Development at Home and Abroad Sets the New Requests to English Teachers
• 1.1.3 The Inevitable Requirement for Constructing a High Quality English Teacher Troops
• 1.2 Purpose and Significance of the Study
• 1.3 Organization of the Thesis
• Chapter 2 Literature Review and Theoretical Bases
• 2.1 Reflective Teaching
• 2.1.1 The Definition of Reflective Teaching
• 2.1.2 Structure of Reflective Teaching
• 2.1.2.1 The Contents of Reflective Teaching
• 2.1.2.2 The Levels of Reflective Teaching
• 2.1.2.3 The Types of Reflective Teaching
• 2.2 Reflective Teaching Research at Home and Abroad
• 2.2.1 Reflective Teaching Research Abroad
• 2.2.2 Reflective Teaching Research at Home
• 2.3 Theoretical Basis of Reflective Teaching
• 2.3.1 Constructivism learning Theory
• 2.3.2 Behavioral Theories
• Chapter Three Research Design
• 3.1 Research Questions
• 3.2 Research Subjects
• 3.2.1 Selection of Research Subjects
• 3.3 Research Methods
• 3.3.1 Literature Methods
• 3.3.2 Interview
• 3.3.3 Questionnaire
• 3.4 Research Procedures
• Chapter Four Data Analysis
• 4.1 The Basic Analysis of Teachers
• 4.2 Teachers' Attitude towards the Curriculum Reform and Training
• 4.3 The Present Teaching Situation of Rural English Teachers
• 4.4 The Rural English Teachers' Self-evaluation
• 4.5 Teacher's Reflective Phase,Ways and Influential Factors
• 4.6 English Teachers' Degree of Reflection
• Chapter Five Major Findings
• 5.1 The Present Situation of English Teachers' Reflective Teaching
• 5.1.1 English Teachers' Reflective Consciousness is Light and the Purpose of Reflection is not Definite
• 5.1.2 English Teachers Prefer to Reflect Their Teaching Skills
• 5.1.3 English Teachers Haven't Fully Realized the Integrity and Periodicity of the Reflective Teaching Process
• 5.1.4 English Teacher' Reflective Form is varied,but it is Short of Network Research
• 5.1.5 English Teacher's Present Reflective Teaching Development is Unbalanced
• 5.2 Influential Factors
• 5.2.1 Traditional Teaching Methodology
• 5.2.2 Teachers' Intrinsic Motivation
• 5.2.3 External Teaching Environment
• Chapter Six Strategies for Improving English Teachers' Reflective Teaching
• 6.1 Carrying out Different Forms of Continuing Education
• 6.2 Enlarging the Educational Expenditure Investment
• 6.3 Strengthening Teaching Communication and Cooperation
• Chapter Seven Conclusion
• Bibliography
• Appendix Ⅰ
• Appendix Ⅱ
• Acknowledgements