發(fā)布時(shí)間：2024-06-13 18:59

　　本研究以中國(guó)新手實(shí)習(xí)英語(yǔ)教師為研究對(duì)象,通過(guò)案例研究的方法,對(duì)不同高中職前英語(yǔ)教師在實(shí)習(xí)期間的信念變化進(jìn)行了研究。本研究采用訪(fǎng)談和實(shí)習(xí)日記的方式收集數(shù)據(jù)。實(shí)習(xí)前研究者對(duì)研究對(duì)象進(jìn)行訪(fǎng)談,了解實(shí)習(xí)前教師的信念,實(shí)習(xí)結(jié)束后研究者對(duì)研究對(duì)象進(jìn)行訪(fǎng)談,了解教師信念的變化。實(shí)習(xí)日記作為研究?jī)?nèi)容的一部分,也是分析教師信念變化原因的重要研究工具。在本文中,研究者試圖解決以下幾個(gè)問(wèn)題。第一,實(shí)習(xí)英語(yǔ)教師的信念是否會(huì)發(fā)生變化?第二,如果發(fā)生變化,實(shí)習(xí)英語(yǔ)教師的信念變化主要會(huì)集中在哪幾個(gè)方面?第三,實(shí)習(xí)英語(yǔ)教師的信念將如何改變?第四,導(dǎo)致實(shí)習(xí)英語(yǔ)教師信念轉(zhuǎn)變的原因是什么?本文將以教師認(rèn)知與社會(huì)建構(gòu)主義為理論基礎(chǔ),探討教育實(shí)習(xí)對(duì)職前高中英語(yǔ)教師信念的影響。本文共涉及三個(gè)研究對(duì)象,教師A為英語(yǔ)教育專(zhuān)業(yè)研究生,教師B為英語(yǔ)文學(xué)類(lèi)研究生,教師C為英語(yǔ)教育專(zhuān)業(yè)本科生。三個(gè)研究對(duì)象分別有不同的學(xué)習(xí)與工作背景。研究者將會(huì)在分析三個(gè)研究對(duì)象的個(gè)性的基礎(chǔ)上找出信念變化的共性,并分析信念變化現(xiàn)象的成因。本文以教師日志以及訪(fǎng)談作為研究工具,收集了大量的信息并在此基礎(chǔ)上加以分析。通過(guò)對(duì)所得數(shù)據(jù)的分析,結(jié)果表明:首先,實(shí)習(xí)結(jié)束后本...

【文章頁(yè)數(shù)】：95 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
abstract
Chapter 1 The Introduction
    1.1 The Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Structure of the Thesis
Chapter 2 Literature Review
    2.1 Concept of Belief
        2.1.1 Definition of belief
        2.1.2 Characteristics of Belief
        2.1.3 Type of Belief
        2.1.4 The Basic Structure of the Belief System
    2.2 Concept of Teacher Belief
        2.2.1 Definition of Teacher Belief
        2.2.2 The Content of Teacher Belief
    2.3 Relative Literature
        2.3.1 The Research of Second Language Teacher's Beliefs Abroad
        2.3.2 The Research of Second Language Teacher’s Beliefs at Home
    2.4 Theoretical Foundations
        2.4.1 Teachers' Cognition
        2.4.2 Social Constructivism
Chapter 3 Research Methods
    3.1 The Research Questions
    3.2 The Research Subjects
    3.3 The Research Instruments
        3.3.1 Interview
        3.3.2 Journal
    3.4 Data Collection
    3.5 The Data Analysis
Chapter 4 Discussions and Results
    4.1 The Belief of English Teacher Before Internship
    4.2 The Changes of Novice Teachers' Beliefs
        4.2.1 Beliefs Change in Teaching Profession
        4.2.2 Beliefs Change in English Learning
        4.2.3 Beliefs Change in English Teaching
        4.2.4 Beliefs Change in The Relationship Between Teachers and Students
    4.3 Reasons for the Change of Novice Teachers' Beliefs During the Internship
        4.3.1 The Influence of Personal Reflection
        4.3.2 The Influence of Student
        4.3.3 The Influence of Internship Instructors
        4.3.4 The Influence of Classroom Teaching Practice
        4.3.5 The Influence of Internship School
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Implications
        5.2.1 Implications to Internship School
        5.2.2 Implications to Internship Instructor
        5.2.3 Implications to Novice Teachers
    5.3 Limitations
    5.4 Suggestions for Future Study
Bibliography
Appendix Interview Outline
Acknowledgement



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