新课改背景下高中英语教师专业发展困惑的叙事探究

论文摘要

新课程改革正如火如荼地进行,也为教师的专业发展提供了契机。而人们也越来越深刻地认识到,教师在新课程改革乃至教育改革中的重要地位。教师专业发展也反过来作用于新课程改革,是新课改能否得以顺利实施的关键。本研究以三位高中英语教师为研究对象,采用了叙事探究和生活史的手法,历时一年,通过采访,包括电话采访,非结构性访谈,观察,口述生活史等,尽可能呈现真实的场景,还原历史真相,“回归事物本身”。研究发现,新课改给教师专业发展提供了契机的同时,也给教师带来了很多的压力和困惑。新的课程改革会带来许多新的问题,新的情况,本文采用了在质的研究中叙事探究的方法来揭开这些故事、事件背后的真实,从而揭示教师专业发展中的困惑。本文分为六个部分。第一部分主要介绍本研究的缘起和意义,介绍相关背景；第二部分主要是在对相关文献的分析,理清了教师培训、教师教育、教师发展等概念之间的区别和联系,以及教师专业发展的内涵,进而上升到研究教师专业发展的重要性；第三部分重点介绍了本文的研究方法,以及选择质的研究方法的原因以及资料的收集过程；第四部分呈现了相关资料,为进一步分析高中英语教师专业发展中的困惑提供有力证据：第五部分主要是基于相关数据的分析,发现教师专业发展中的困惑可概括为内外两种因素,内部因素有对自身,对知识,对学生,对教材和教学的认识和了解,外部因素为考试,学校,社会等；最后运用马斯洛的需要层次理论分析出现这些困惑或者问题的原因：第六部分是本研究的结论,同时也指出本研究的局限,以及对教师专业发展的研究还要继续进行下去。

论文目录

• ACKNOWLEDGEMENTS
• ABSTRACT
• 摘要
• Chapter 1 Introduction
• 1.1 Origin of the study
• 1.2 Aims and significance of the study
• 1.3 Structure of the thesis
• Chapter 2 Literature Review
• 2.1 Teacher professional development
• 2.2 Paradigm shift:from teaching to teacher
• 2.2.1 Research on English teaching
• 2.2.2 Research on English teacher
• 2.3 The significance of English teacher professional development
• 2.4 The importance of senior middle school English teacher professional development
• 2.5 The context of New Curriculum Reform
• 2.5.1 The requirement of the New Curriculum Reform
• 2.5.2 Teachers' challenges when implementing New Curriculum Reform
• Chapter 3 Research Methodology
• 3.1 Background
• 3.2 Participants
• 3.3 Research methods
• 3.3.1 Research questions
• 3.3.2 Methods of data collection
• 3.3.3 Methods of data presentation
• 3.4 Research procedure
• 3.5 The use of the singular first person in the thesis
• Chapter 4 Data Presentation
• 4.1 A case of Lin's life history
• 4.2 Data presentation:interview
• 4.2.1 How to be a good English teacher in senior middle school?
• 4.2.2 Pre-service training
• 4.2.4 In-service training and further study
• 4.2.5 Demonstration class
• 4.2.6 Seminar （Jiaoyanhui）
• 4.2.7 Teachers as researchers
• 4.2.8 Summary
• Chapter 5 Analysis and Discussion
• 5.1 The internal factors
• 5.1.1 Understanding of themselves or their identity
• 5.1.2 Understanding of the students
• 5.1.3 Understanding of peer learning and teaching
• 5.1.4 Understanding of knowledge
• 5.1.5 Understanding of the New Curriculum Reform
• 5.2 The external factors
• 5.2.1 Stress from examinations
• 5.2.2 Stress from teaching
• 5.2.3 Stress from appointment system
• 5.3 Summary
• 5.3.1 The principal contradiction
• 5.3.2 How to deal with this principle contradiction?
• Chapter 6 Conclusion
• 6.1 Major findings
• 6.2 Suggested solutions
• 6.3 Limitations
• REFERNCES
• Appendices
• Appendix 1:Transcribed record of telephone interview with Lin
• Appendix 2:Group interview/discussion on June 19,2010
• Appendix 3:Group interview/discussion on July 3,2010
• Appendix 4:Interview on July 12,2010
• Appendix 5:Transcribed interview Jin on phone
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