近些年來,隨著外語教學和教師認知研究的發(fā)展,外語教師教學信念的研究逐漸成為國內(nèi)外學者關注的焦點。作為教學實踐的重要驅(qū)動力,教學信念將會對實際的課堂教學產(chǎn)生十分重要的影響。在這一領域研究最多的是教學信念和教學行為的關系以及影響二者之間關系的影響因素。大多數(shù)研究采用的是個案研究,研究對象多為大學英語教師或者經(jīng)驗型教師,對職前英語教師的研究較少。因此,在前人研究的基礎上,本研究旨在探究職前英語教師在教育實踐過程中教學方法信念發(fā)展變化的特征。具體而言,主要包括三個部分:關于激發(fā)學生學習的信念,關于如何處理學生課堂回復的信念以及對發(fā)展學生口頭表達能力所采用策略的信念。本研究以課堂觀察、對話以及反思日志收集作為數(shù)據(jù)收集的方法,以就讀于某一重點師范大學一名教育碩士作為研究對象,采用敘事探究的方法探索以下兩個疑題:(1)職前英語教師Wendy在教育實踐中教學方法信念發(fā)展呈現(xiàn)出哪些特征?(2)這些特征是如何被社會、文化和機構敘事所影響和塑造的?研究發(fā)現(xiàn),Wendy的教學方法信念發(fā)展是一個復雜的過程,主要呈現(xiàn)出三個特征。第一,教學方法信念發(fā)展是一個動態(tài)的過程,并且在整個實習過程中一直保持某種程度的變化。在...

【文章頁數(shù)】：59 頁

【學位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
摘要
ABSTRACT
1. Introduction
    1.1 Research background
    1.2 Research justifications
        1.2.1 Personal justification
        1.2.2 Practical justification
        1.2.3 Social justification
    1.3 Structure of the thesis
2. Literature Review
    2.1 Definitions of teaching method belief
    2.2 Dimensions of teaching method beliefs
    2.3 Teaching beliefs and teaching behavior
        2.3.1 Consistent findings between teaching beliefs and behaviors
        2.3.2 Inconsistent findings between teaching beliefs and behaviors
    2.4 Summary
3. Research Design
    3.1 Research method-narrative inquiry
    3.2 Research puzzles
    3.3 Participant selection
    3.4 Data collection methods
        3.4.1 Field observation
        3.4.2 Conversations
        3.4.3 Teaching journal records
    3.5 Data analysis
4. Wendy's story: the formation and transformation of her teaching method beliefs
    4.1 The formation of Wendy's teaching method beliefs
        4.1.1 Wendy's student life
        4.1.2 Wendy's life as a rural support teacher
    4.2 Transformation of Wendy's teaching method beliefs
        4.2.1 Beliefs about motivating students
        4.2.2 Beliefs about dealing with student responses
        4.2.3 Beliefs about instructional strategies for developing oral skills
5. Unpacking of Wendy's story
    5.1 Development of beliefs toward motivating students
    5.2 Development of beliefs toward dealing with student responses
    5.3 Development of beliefs toward instructional strategies for developing oralskills
    5.4 Characteristics of the development of Wendy's teaching method beliefs
6. Conclusions and Implications
    6.1 Major findings
    6.2 Implications
    6.3 Limitations
    6.4 Reflection on this study
Bibliography
Appendix



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