英语教学中基于建构主义的教师信念与课堂实践个案研究

论文摘要

近二十年以来,认知心理学的一个重要分支——建构主义越来越受到人们的关注,在教育领域,尤为如此。建构主义教育学的核心内容是:以学生为中心,强调学生对知识的主动探索、主动发现和对所学知识意义的主动建构(而不是像传统教学那样,只是把知识从教师头脑中传送到学生的笔记本上)。作为学生最重要的互动对象,教师的课堂教学行为对学生的个人发展具有重大影响。根据建构主义的教育观点,教师的信念比教师的知识更能影响其教学行为。因此,教师应充分意识自己的教学信念,并认识到其教学行为和学生之间的互动是学生建构知识的一个重要部分。本文采用描述性的定性研究方法,作了一项关于深受建构主义理论影响的英语教师的信念与其课堂实践之间关系的个案研究。研究首先通过对教师的访谈来探索其对教师信念的基本理解以及其对自己、对学生和对学习的信念。其次通过对教师的问卷调查来了解其对中介作用的意识和实施。最后利用对学生的问卷调查和作者本人的听课记录来检验教师信念是否反映在其课堂教学行为中。本研究表明,教师的信念不仅高度影响其课堂实践,而且极大影响了学生对学习的兴趣。因此,教师要充分重视自己的教学信念,并意识到影响其信念的各种因素。教师还要不断反思自己的教学信念,更新自己的教学理念,不断探索先进的教学模式,从而优化教学过程。

论文目录

• Acknowledgement
• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 Research Background
• 1.2 Significance of the Study
• 1.3 Structure of This Thesis
• Chapter 2 Literature Review
• 2.1 Constructivism
• 2.1.1 Philosophical Background
• 2.1.2 Theoretical Origins
• 2.1.2.1 Piaget's Theory of Cognitive Development
• 2.1.2.2 Vygotsky's Scaffolding and ZPD
• 2.1.3 Constructivism in Education
• 2.1.3.1 A Constructivist View of Learning
• 2.1.3.2 A Constructivist View of Teaching
• 2.1.3.3 A Constructivist Model of the Teaching-Learning Process
• 2.2 Teachers' Beliefs
• 2.2.1 Beliefs About Teachers' Roles and Feuerstein's Theory of Mediation
• 2.2.2 Beliefs About Learners
• 2.2.3 Beliefs About Learning
• Chapter 3 Methodology
• 3.1 Research Objectives
• 3.2 Subjects
• 3.3 Instruments
• 3.4 Data Collection and Analysis
• Chapter 4 Results and Discussions
• 4.1 The Teacher's General View of Beliefs
• 4.2 The Teacher's Beliefs About Her Roles,Her Students and Their Learning
• 4.2.1 The Teacher's Beliefs About Her Roles
• 4.2.2 The Teacher's Beliefs About Her Students
• 4.2.3 The Teacher's Beliefs About Students' Learning
• 4.2.4 The Teacher's View of Mediation
• 4.3 The Teacher's Actual Classroom Practices
• 4.3.1 Students' Feedback on Teacher's Classroom Practices
• 4.3.2 Students' Perception of Teacher's Mediation
• 4.3.3 The Main Features of Ms Zhou's Teaching
• 4.3.4 Observed Classroom Practices
• 4.4 The Relationship Between the Teacher's Beliefs and Actual Classroom Practices:Convergence and Divergence
• Chapter 5 Conclusions
• 5.1 Major Findings
• 5.2 Main Implications
• 5.3 Limitations and Further Suggestions
• Bibliography
• Appendices