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大学英语教师群体校本教研活动现状调查与分析

作　者: 韦爽
导　师: 彭金定
学　校: 中南大学
专　业: 课程与教学论
关键词: 大学英语教师教师专业化发展教师专业学习共同体校本教研
分类号: H319
类　型: 硕士论文
年　份: 2012年
下　载: 23次
引　用: 0次
阅　读: 论文下载

内容摘要

我国大学英语教育改革的不断深化对大学英语教师的专业化水平提出了更高的要求。然而传统的“自上而下”的教师培训模式已不能满足新世纪大学英语教师的专业化发展需求。近年来,一种“自下而上”的校本教师专业发展模式引起了世界各国教育界的重视。在建构主义理论指导下,该模式强调教师的认知、实践及教师间的合作互动在其专业化发展中的作用,指出教师教育应旨在为建构性的教师学习提供环境。在此趋势下,有学者提出在教师专业学习共同体中开展校本教研活动的教师专业化发展模式。此模式倡导在学校本位的基础上,将教师的个人发展与共同体发展相结合,最终实现改善学校教师素质的目标。然而,我国关于大学英语教师校本教研活动的研究尚属起步阶段,实证研究的成果并不多见,也很少有学者将教师的校本发展与教师共同体发展联系在一起。因此,本研究以社会建构主义理论及群体动力学理论为支撑,以湖南省四所高校的96名大学英语教师为研究对象展开问卷调查与访谈,旨在研究大学英语教师群体的校本教研活动现状、教师在教研活动中的发展情况以及影响教研活动的因素。研究结果表明,校本教研制度已在大学英语教师群体中初步确立起来,大部分教师对教研活动抱持着积极肯定的态度。其次,大学英语教师在校本教研活动中具有自我发展意识,并且大部分教师的自我发展意识多于集体发展意识。另外,处于不同发展阶段的教师在其校本教研活动中的感知与发展情况不同,其中处于生存阶段的新教师对教研活动认同度最低,处于巩固提升阶段的教师对于教研活动的认同度最高。研究同时发现,现有的校本教研活动存在一些问题,包括缺乏教师自主、重教轻研、缺乏合作、缺乏外部支持。本研究为大学英语教师群体的校本教研活动提供了真实可靠的数据参考,也为大学英语教师提供了一次机会来反思他们在校本教研活动中的发展状况,有助于促进教师的专业发展。同时本研究的结果对教师教育管理部门和教师教育研究者们具有一定的启示。

全文目录

摘要  5-7
Abstract  7-15
Introduction  15-21
Chapter 1 Literature Review  21-50
  1.1 Teacher Professional Development  21-27
    1.1.1 Connotations of Teacher Professional Development  21-24
    1.1.2 Models of Teacher Professional Development  24-27
  1.2 School-based Teacher Professional Development  27-35
    1.2.1 Connotation of School-based Teacher Professional Development  27-28
    1.2.2 Studies on Schol-based Teacher Professional Development  28-31
    1.2.3 School-based Teaching and Research  31-35
  1.3 Professional Learning Community  35-38
    1.3.1 Connotations of Professional Learning Community  36-37
    1.3.2 Features of Professional Learning Community  37-38
  1.4 Doing SBTR in Professional Learning Community  38-50
    1.4.1 The Need to do SBTR in Professional Learning Community  39-41
    1.4.2 Theoretical Bases for Doing SBTR in Professional Learning Community  41-43
    1.4.3 Models of Doing SBTR in Professional Learning Community  43-50
Chapter 2 Research Design  50-56
  2.1 Research Contents  50
  2.2 Research Subjects  50-52
  2.3 Research Instruments  52-55
    2.3.1 Questionnaire  53-54
    2.3.2 Interview  54-55
  2.4 Data Collection and Analvsis  55-56
Chapter 3 Results and Discussion  56-94
  3.1 Results of Validity and Reliability Test  56-59
  3.2 General Situation of SBTR Activities in College English Teacher Community  59-69
    3.2.1 Current Situation of SBTR Activities  59-64
    3.2.2 Teachers' Attitudes towards SBTR Activities  64-67
    3.2.3 Teachers' Evaluations of SBTR Activities  67-69
  3.3 College English Teachers' Development in SBTR Activities  69-84
    3.3.1 Teachers' Self-development in SBTR Activities  70-78
    3.3.2 Teachers' Community Development in SBTR Activities  78-84
  3.4 Factors Affecting College English Teachers' SBTR Activities  84-89
    3.4.1 Subjective Factors Affecting College English Teachers' SBTR Activities  85-86
    3.4.2 Objective Factors Affecting College English Teachers' SBTR Activities  86-89
  3.5 Results and Discussions of Interview  89-94
    3.5.1 College English Teachers' Perceptions of SBTR Activities  89-91
    3.5.2 College English Teachers' Anticipations of SBTR Activities  91-94
Chapter 4 Findings and Implications  94-106
  4.1 Major Findings  94-101
    4.1.1 Preliminarily Established SBTR in College English Teacher Community  94-95
    4.1.2 Teachers' Awareness of Developing Themselves in SBTR  95-96
    4.1.3 Teachers' Different Performances in SBTR  96-98
    4.1.4 Problems Existing in Current SBTR  98-101
  4.2 Implications  101-106
    4.2.1 Implications for College English Teachers  102-103
    4.2.2 Implications for School Administrators  103-106
Conclusion  106-110
Bibliography  110-117
Appendices  117-120
  Appendix One Questionnaire  117-119
  Appendix Two Interview Questions  119-120
Acknowledgements  120-122
攻读学位期间主要的研究成果目录  122

大学英语教师群体校本教研活动现状调查与分析

内容摘要

全文目录

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