学位论文 > 优秀研究生学位论文题录展示
大学新英语教师课堂教学特点个案研究
作 者: 赵雪梅
导 师: 王俊菊
学 校: 山东大学
专 业: 英语语言文学
关键词: 新教师 教师特点 课堂教学
分类号: H319.3
类 型: 硕士论文
年 份: 2007年
下 载: 256次
引 用: 4次
阅 读: 论文下载
内容摘要
全球化趋势的加强使英语教学成为现今教育中重要的组成部分。除了针对学生的大量研究之外,英语教师成为了研究领域的重点。其中,教师的特点是一个主要的研究课题,它不仅影响着学生的学习兴趣、学生的成绩,而且关系到整个教学事业的发展。鉴于目前国内对新大学英语教师的研究还为之甚少,本研究使用个案研究方法研究了新大学英语教师的特点,探讨了这些教师的特点及其课堂教学特点之间的关系,从而为新教师的培训和自我发展提供依据。本研究涉及五例个案,来自三所大学的五位新英语教师参与了此项研究。主要数据来源包括课堂观察、非结构式访谈和调查问卷;数据分析主要应用定性分析方法中的持续比较法。本文对新大学英语教师在课堂教学中的性格特点加以分析,发现这些新教师具有端正的教学态度,具备认真的职业责任感,但是在课堂操控方面上仍然存在着困难,同时由于经验不足导致课堂活动较少;另外,还发现参与研究的新英语教师没有足够的时间、精力和条件来实现专业素质的提高和发展。因此,新教师应学习应用丰富的教学方法,并组织学生开展足够的课堂活动;同时为促进专业素质的提高,新教师还需要继续进修和提高专业技能;另外,教学管理部门应为新教师提供充分可行的条件来提高他们的专业素质,并使英语教学环境和教学设施能够得到有效的改善。
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全文目录
Abstract in English 5-6 Abstract in Chinese 6-11 Chapter 1 An Overview 11-15 1.1 Introduction 11 1.2 Statement of the Problem 11-12 1.3 Purpose of the Study 12-13 1.4 Significance of the Study 13-14 1.5 Organization of the Thesis 14-15 Chapter 2 Literature Review 15-28 2.1 Introduction 15 2.2 Studies on Characteristics of Good Teachers 15-16 2.3 Studies on Teacher Characteristics outside China 16-23 2.3.1 Studies on Pedagogical Capability 17-19 2.3.1.1 Studies on Classroom Management 18 2.3.1.2 Studies on Classroom Instruction 18-19 2.3.2 Studies on Professional Qualities 19-22 2.3.2.1 Studies on Teacher Knowledge 19-20 2.3.2.2 Studies on Teacher Efficacy 20-21 2.3.2.3 Studies on Teacher Responsibility 21-22 2.3.3 Studies on Personal Characteristics 22-23 2.4 Studies on Teacher Characteristics in China 23-25 2.5 Research Gaps and Research Questions 25-26 2.6 Chapter Summary 26-28 Chapter 3 Methodology 28-35 3.1 Introduction 28 3.2 Justification of Case Study Method 28-29 3.3 Participants 29-31 3.4 Sources of Data 31-33 3.4.1 Observations 31 3.4.2 Semi-structured Interviews 31-32 3.4.3 Questionnaires 32-33 3.5 Data Collection Procedure 33 3.6 Data Analysis 33-34 3.7 Chapter Summary 34-35 Chapter 4 Results and Discussion 35-77 4.1 Introduction 35 4.2 Case 1 35-41 4.2.1 Results of Class Observation and Interview of Teacher A 35-39 4.2.1.1 Teacher A's Pedagogical Capability 35-37 4.2.1.2 Teacher A's Professional Qualities 37-38 4.2.1.3 Teacher A's Personal Characteristics 38-39 4.2.2 Teacher A's Response to Questionnaires 39-41 4.2.2.1 Teacher A's Response to Questionnaire 1 39-40 4.2.2.2 Teacher A's Response to Questionnaire 2 40 4.2.2.3 Teacher A's Response to Questionnaire 3 40-41 4.3 Case 2 41-49 4.3.1 Results of Class Observation and Interview of Teacher B 41-46 4.3.1.1 Teacher B's Pedagogical Capability 41-44 4.3.1.2 Teacher B's Professional Qualities 44-45 4.3.1.3 Teacher B's Personal Characteristics 45-46 4.3.2 Teacher B's Response to Questionnaires 46-49 4.3.2.1 Teacher B's Response to Questionnaire 1 46-47 4.3.2.2 Teacher B's Response to Questionnaire 2 47 4.3.2.3 Teacher B's Response to Questionnaire 3 47-49 4.4 Case 3 49-57 4.4.1 Results of Class Observation and Interview of Teacher C 49-54 4.4.1.1 Teacher C's Pedagogical Capability 49-52 4.4.1.2 Teacher C's Professional Qualities 52-53 4.4.1.3 Teacher C's Personal Characteristics 53-54 4.4.2 Teacher C's Response to Questionnaires 54-57 4.4.2.1 Teacher C's Response to Questionnaire 1 54-55 4.4.2.2 Teacher C's Response to Questionnaire 2 55 4.4.2.3 Teacher C's Response to Questionnaire 3 55-57 4.5 Case 4 57-65 4.5.1 Results of Class Observation and Interview of Teacher D 57-62 4.5.1.1 Teacher D's Pedagogical Capability 57-60 4.5.1.2 Teacher D's Professional Qualities 60-61 4.5.1.3 Teacher D's Personal Characteristics 61-62 4.5.2 Teacher D's Response to Questionnaires 62-65 4.5.2.1 Teacher D's Response to Questionnaire 1 62-63 4.5.2.2 Teacher D's Response to Questionnaire 2 63-64 4.5.2.3 Teacher D's Response to Questionnaire 3 64-65 4.6 Case 5 65-74 4.6.1 Results of Class Observation and Interview of Teacher E 65-71 4.6.1.1 Teacher E's Pedagogical Capability 65-69 4.6.1.2 Teacher E's Professional Qualities 69-70 4.6.1.3 Teacher E's Personal Characteristics 70-71 4.6.2 Teacher E's Response to Questionnaires 71-74 4.6.2.1 Teacher E's Response to Questionnaire 1 71 4.6.2.2 Teacher E's Response to Questionnaire 2 71-72 4.6.2.3 Teacher E's Response to Questionnaire 3 72-74 4.7 Overall Discussion 74-76 4.7.1 Beginning Teachers'Pedagogical Capability 74 4.7.2 Beginning Teachers'Professional Qualities 74-75 4.7.3 Beginning Teachers'Personal Characteristics 75 4.7.4 Beginning Teachers' Ideal Characteristics 75-76 4.8 Chapter Summary 76-77 Chapter 5 Implications 77-85 5.1 Introduction 77 5.2 Implication with-in Case 77-80 5.2.1 Implication of Case 1 77-78 5.2.2 Implication of Case 2 78 5.2.3 Implication of Case 3 78-79 5.2.4 Implication of Case 4 79 5.2.5 Implication of Case 5 79-80 5.3 Cross-case Implication 80-84 5.4 Chapter Summary 84-85 Chapter 6 Conclusion, Limitations and Recommendations 85-88 6.1 Summary of the Study 85-86 6.2 Limitations of the Study 86 6.3 Recommendations for Further Research 86-88 References 88-94 Appendix I Teacher Questionnaire 1 94-96 Appendix II Teacher Questionnaire 2 96-97 Appendix III Teacher Questionnaire 3 97-100 Appendix IV Questions for Semi-structuerd Interviews 100-101 Acknowledgements 101-102 论文发表情况 102-103 学位论文评阅及答辩情况表 103
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