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大学英语教学改革环境下新手与熟手教师自主的对比研究

2020-12-09阅读(720)

大学英语教学改革环境下新手与熟手教师自主的对比研究

论文摘要

20世纪60年代以来,自主(autonomy)这一概念已成为二语／外语教育领域的热门话题。我国《大学英语课程教学要求》(2007版)明确指出大学英语的教学目标应是培养学生英语综合运用能力,增强学生自主学习能力。而学习者自主(learner autonomy)在很大程度上取决于教师自主(teacher autonomy),教师自主是实现学习者自主的前提(Little,1995; Benson,2000; Huang Jing,2007)。只有自主型的教师,才有可能促进学习者自主(Thavenius,1999)。目前,教师自主这一概念逐渐应用于教师发展领域中,可以大体定义为“教师享有不受外界束缚的自由权利,教师拥有自主意味着对自己的教学和在教学中的学习的控制”(Smith,2000)。教师自主不仅是教师的需要和愿望,也是教师有效实施教学,促进专业发展的有效途径(Smith and Erdogan,2008)。教师专长发展的过程的研究可以帮助了解不同发展阶段教师的差异,为各级各类教师的培养和发展提供咨询和服务,缩短新手型教师成长的周期,提供向熟手型和专家型教师进一步发展的机会,同时也为师资培训提供科学依据。本文以中国大学英语教学改革为背景,旨在探索新手与熟手教师自主水平,通过差异对比反映中国教师自主的现状,并提出自主的局限因素以及促进教师自主发展的可行性策略,为教师培训和专长发展提供参考。文章首先简要概括了教师自主的概念、特征以及教师自主与学习者自主的相互关系,并着重探讨了教师自主的内外在影响因素和目前已有研究中所采用的方法。本文的实证研究以新手与熟手教师在教学自主、评估自主、学校管理自主、教师专业发展自主和课程开发自主的五个维度上存在差异为假设。研究选取中国某大学外国语学院大学英语部36名熟手教师和37名新手教师(外国语学院研究生)为调查对象,并结合问卷、访谈和课堂观察的方法,探索大学英语新手与熟手教师自主程度方面的差异,检验教师年龄、性别、学历和所教学生年级等因素对教师自主程度的影响,并为教师教育及专业发展提出可操作性策略。研究结果表明：大学英语教师自主程度较低,而新手和熟手教师仅在专业发展这一维度上存在差异。具体来说,教师在教学自主这一维度上拥有的自主程度显著高于专业发展自主、课程开发自主、评估自主和学校管理自主上的程度。同时,对于新手教师,教师的性别、年龄、年级以及有无教学经验对教师的自主程度并没有显著影响；对于熟手教师,自主程度在性别、年龄、学历、职称的影响因素下也并不具有显著差异。研究调查了教师自主的局限因素,得出教师自主在国家和学校的方针政策、课程、评估、时间等方面上受到限制。最后本文从教师的元认知、自我效能感、反思性教学、合作教学、行动研究等五方面提出了提高教师自主的可行性策略。基于上述结果,本研究也对学校管理者、教师教育者以及大学英语教师提出建议,为促进教师自主创造良好的支持机制并通过可行性策略促进大学英语教学中的教师自主。本文旨在引发更多的研究者对教师自主的复杂性及其重要意义的关注,促进不同阶段教师在专业发展中自主能力的培养,为教师教育和发展提供参考。

论文目录

  • Acknowledgements
  • Abstract
  • 内容摘要
  • Chapter One Introduction
  • 1.1 Research Background
  • 1.1.1 The College Teaching Reform in China
  • 1.1.2 The Development of Teacher Autonomy
  • 1.2 Orientation and Significance of the Study
  • 1.3 Layout of the Thesis
  • Chapter Two Literature Review
  • 2.1 Definitions and Types of Autonomy
  • 2.2 Definitions of Teacher Autonomy
  • 2.3 Characteristics of Teacher Autonomy
  • 2.4 Interdependence of Teacher Autonomy and Learner Autonomy
  • 2.5 Attributive Factors of Teacher Autonomy
  • 2.5.1 Intrinsic Factors
  • 2.5.2 Extrinsic Factors
  • 2.5.2.1 School and Administrative Factors
  • 2.5.2.2 Students' Factors
  • 2.5.2.3 Social-cultural Factors
  • 2.6 Research Methods of Teacher Autonomy in Recent Publications
  • 2.6.1 The Quantitative Methods
  • 2.6.2 The Qualitative Methods
  • 2.6.3 A Mixed Approach of the Quantitative and Qualitative Methods
  • 2.7 Identifying Novice, Proficient and Expert Teachers
  • 2.8 Summary
  • Chapter Three Research Design
  • 3.1 Research Questions
  • 3.2 Pilot Study
  • 3.3 Research Subjects
  • 3.3.1 Novice Teachers Surveyed
  • 3.3.2 Proficient Teachers Surveyed
  • 3.4 Instrumentations
  • 3.4.1 The Quantitative Method—Questionnaire
  • 3.4.2 The Qualitative Methods
  • 3.4.2.1 Interview
  • 3.4.2.2 Classroom Observation
  • 3.5 Procedures of the Research
  • 3.6 Data Collection and Analysis
  • Chapter Four Results and Discussion
  • 4.1 The General Degree of Novice and Proficient Teacher Autonomy
  • 4.1.1 The Degree of Teaching Autonomy
  • 4.1.2 The Degree of Assessment Autonomy
  • 4.1.3 The Degree of School Management Autonomy
  • 4.1.4 The Degree of Professional Development Autonomy
  • 4.1.5 The Degree of Curriculum Development
  • 4.1.6 The Degree of the Overall Autonomy
  • 4.2 The Comparative Study of Novice and Proficient Teachers
  • 4.3 Effect of Teacher Characteristics on Teacher Autonomy
  • 4.3.1 Effect of Novice Teachers' Characteristics
  • 4.3.2 Effect of Proficient Teachers' Characteristics
  • 4.4 Constraints on Teacher Autonomy
  • 4.5 The Coping Strategies for Teachers' autonomous development
  • 4.5.1 Promoting Teachers' Metacognition and Self-awareness
  • 4.5.2 Developing Teachers' Self-efficacy
  • 4.5.3 Carrying out the Practice of Reflective Teaching
  • 4.5.4 Implementing Team-teaching
  • 4.5.5 Conducting Action Research
  • Chapter Five Conclusion
  • 5.1 Main Findings
  • 5.2 Implications for Teacher Education
  • 5.2.1 Implications for School Leaders and Educators
  • 5.2.2 Implications for Teachers
  • 5.3 Limitations
  • 5.4 Suggestions for Future Study
  • References
  • Appendix Ⅰ 熟手教师自主调查问卷
  • Appendix Ⅱ 新手教师自主调查问卷
  • Appendix Ⅲ 新手和熟手教师自主访谈问题

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