20世紀(jì)60年代，行為主義理論在教育領(lǐng)域占主導(dǎo)地位。受其影響，教學(xué)研究主要集中于對教學(xué)方法的探討上，在具體的學(xué)習(xí)過程中強(qiáng)調(diào)模仿和強(qiáng)化，認(rèn)為學(xué)習(xí)結(jié)果的好壞是由重復(fù)性操練及強(qiáng)化決定的。到了20世紀(jì)70年代，隨著認(rèn)知理論和信息加工理論的出現(xiàn)，教學(xué)研究轉(zhuǎn)變?yōu)閷處煹慕虒W(xué)信念和教學(xué)行為的關(guān)系研究上，開始強(qiáng)調(diào)教師的教學(xué)信念的重要性。這一轉(zhuǎn)變表明，研究者對教師的研究已經(jīng)從教師的行為研究，轉(zhuǎn)向?qū)處焹?nèi)心世界的研究。在中國，隨著以改變教師舊有教學(xué)信念和行為習(xí)慣為特征之一的英語課程改革的不斷深入，人們越來越明確地認(rèn)識到轉(zhuǎn)變教師的教學(xué)信念在改革中的重要性，教師教學(xué)信念的不斷提升和發(fā)展成為解決各種英語教學(xué)難題的關(guān)鍵因素之一。 因此，本研究擬通過問卷調(diào)查了解新課程改革背景下初中英語教師的教學(xué)信念現(xiàn)狀，重點(diǎn)聚焦初中英語教師對新理念的認(rèn)知，并對影響初中英語教師教學(xué)信念的形成因素進(jìn)行探討，以期為深入貫徹新課程理念及初中英語教師專業(yè)發(fā)展提供有益的參考。本研究的研究對象是來自贛州、瑞金、大余、南康、興國、寧都等縣市的初中英語教師，共發(fā)放問卷200份，收回178份，有效問卷171份，回收率為89％，問卷有效率為96％。 ...

【文章頁數(shù)】：55 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
中文摘要
CONTENTS
Chapter One Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Research Questions
    1.4 Overall Structure of the Thesis
Chapter Two Literature Review
    2.1 Beliefs
        2.1.1 Definition of Beliefs
        2.1.2 Comparison of Beliefs with its Similar Terms
    2.2 Teachers’Teaching Beliefs
        2.2.1 Definition of Teachers’Teaching Beliefs
        2.2.2 Structures of Teacher’s Teaching Beliefs
        2.2.3 Affecting Factors for the Development of Teachers’Teaching Beliefs
    2.3 Previous Studies on English Teachers’Teaching Beliefs
        2.3.1 Studies on English Teachers’Teaching BeliefsAbroad
        2.3.2 Studies on English Teachers’Teaching Beliefs in China
        2.3.3 Research Methodologies on English Teachers’Teaching Beliefs
        2.3.4 Summary
Chapter Three Research Design
    3.1 Research Subjects
    3.2 Research Instrument
    3.3 Data Collection and Data Analysis
    3.4 Ethical Issue
Chapter Four Results and Discussion
    4.1 Introduction
    4.2 Current Situations of the English Teachers’Teaching Beliefs
    4.3 DifferencesAnalysis about the English Teachers’Teaching Beliefs
        4.3.1 DifferencesAnalysis about Gender
        4.3.2 DifferencesAnalysis about Years of Teaching Experience
        4.3.3 DifferencesAnalysis about Educational Degrees
    4.4 Affecting Factors for the Development of the English Teachers’ Teaching Beliefs
        4.4.1 CorrelationAnalysis
        4.4.2 RegressionAnalysis
    4.5 Summary
Chapter Five Findings, Implications and Conclusion
    5.1 Findings
        5.1.1 Current Situations of the English Teachers’ Teaching Beliefs in Ganzhou
        5.1.2 Affecting Factors for the Development of the English Teachers’Teaching Beliefs in Ganzhou
    5.2 Implications
    5.3 Conclusion
Appendix I The Questionnaire of TTBI
Appendix II The Questionnaire of TJSI
References
Acknowledgments



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