课例探讨在推动英语新手教师学习中作用

课例研究是教师群体在先进的教育理念的指导下,围绕一个主题,以真实的课堂教学为例进行反复研究,以达到共同提高的校本研究活动。近年来,课例研究成为国际上倡导的改进教学和促进教师发展的新思路。本研究是新手教师在语法教学理念(交际性教学法,归纳教学法,任务型教学和互动性教学模式)的指导下,尝试将课例研究应用于高二英语的不定式教学中,旨在探究课例研究给实习班级学生的认知与情感和介入课例研究的新手教师专业发展所带来的微观层面的变化。本研究的三个主要研究问题是：新手教师在课例研究中取得了怎样的教学成果,即所教学生的语法知识,交际能力和情感态度有何积极变化?课例研究给新手教师的学科教学知识(PCK)的增长以及给他们在学习群体中的学习方面带来了什么变化?教育专家和有着丰富教学经验的教师在课例研究中的作用是什么?其中第二个问题是本研究探讨的重点。本研究主要采用了行动研究和调查研究的方法,即经过三位新手教师组成课例研究小组,实施集体备课、观察教学过程、评议反思课例的三轮循环,分析和解决具体的教学问题,以完善一系列课堂教学的过程,并通过撰写教师反思日记,问卷法、测试、访谈法、观察法,小组会议记录和现场录音等实证研究方法收集数据,以了解课例研究中教师和学生的变化以及教育专家和教学经验丰富的教师所起的具体作用。本研究的主要发现有：新手教师在课例研究中取得了明显的教学成果——学生在动词不定式知识的增长,不定式交际能力的发展和情感态度方面都发生明显的积极变化；课例研究促进了新手教师学科教学知识(学生、课程、教学法、教师自身)的增长,并对新手教师在学习群体中知识的共建提供了若干交流,观察和反思的机会；教育专家和经验丰富的教师是新手教师进行课例研究的促进者和帮助者,在关键时候起着举足轻重的作用。【关键词】：课例研究不定式教学教师学习教师专业发展学科教学知识
【论文提纲】：ListofTables6-7ListofFigures7-8Acknowledgements8-9Abstract9-10摘要10-11Chapter1Introduction11-171.1Theresearcher'sautobiography11-121.2Backgroundofthestudy12-141.3Significanceofthestudy14-151.4Overviewofthisthesis15-17Chapter2LiteratureReview17-302.1LessonStudy17-212.1.1DefinitionofLS172.1.2FeaturesofLS17-192.1.roceduresofLS19-212.2LSaroundtheworld21-302.2.1LSinJapan21-232.2.2LSinAmerica23-242.2.3LSinHongKong24-262.2.4LSinMainlandChina26-272.2.5LSinsomeothercountries27-30CHAPTER3TheoreticalFramework30-463.1Teacherprofessionaldevelopment30-353.1.1Conceptofteacherprofessionaldevelopment30-313.1.2Characteristicsofeffectiveprofessionaldevelopment31-323.1.3Effectivemodesofprofessionaldevelopment32-353.2Teacherlearningandteacherknowledge35-403.2.1Teacherlearning:strivingforteacherknowledgegrowth35-373.2.2Teacherknowledge:focusonPCK37-403.3Social-culturalperspectiveofteacherlearningandsocialconstructivi40-413.3.1Social-culturalperspectiveofteacherlearning40-413.3.2Socialconstructivi413.4Grammar-teachingtheories41-463.4.1Definitionofgrammar41-423.4.2Grammarteachingmethods42-443.4.2.1Communicativegrammarteaching42-433.4.2.2Inductivemethod433.4.2.edagogicaltaskandexercise43-443.4.3Interactivemodel44-46CHAPTER4ResearchMethodology46-534.1Researchpurposeandresearchquestions46-474.2Researchenvironment474.3Researchparticipants47-484.4Planoftheresearch48-504.5Datacollection50-514.6Dataanalysis51-53CHAPTER5TheImplementationProcess53-795.1ResearchinitiationonEnglishgrammarinstruction53-545.2InvestigationofEnglishgrammarinstructionalsituation54-555.3Selectingtargetgrammaritem,conductingpre-testandplanningresearchlesson55-635.4The1~(st)roundofresearchlesson63-645.5The1~(st)roundofpost-lessoncollectivereflection64-705.6The2~(nd)roundofresearchlesson705.7The2~(nd)roundofpost-lessoncollectivereflection70-765.8The3~(rd)roundofresearchlesson76-775.9The3~(rd)roundofpost-lessoncollectivereflection775.10Post-test,questionnairesandinterviews77-79CHAPTER6ResultsandDiscussion79-1156.1Teachingachievements:Studelits'changesthroughLS79-866.1.1Students'conceptionofinfinitives79-816.1.2Students'communicativeuseofinfinitives81-846.1.3Students'attitudesandbeliefs84-866.2Noviceteachers'changesthroughtheLS86-1116.2.1Changesinpedagogicalcontentknowledge(PCK)86-1026.2.1.1Changeinknowledgeofstudents86-926.2.1.2Changeinknowledgeofcurriculum92-956.2.1.3Changeinknowledgeofpedagogy95-1006.2.1.4Changeinknowledgeofthemselves100-1026.2.2Noviceteachers'perceptionoflearningcommunity102-1116.2.2.1Communicationandlearning103-1046.2.2.2Observationandlearning104-1056.2.2.3Reflectionandlearning105-1116.3Theroleofsignificantothers111-1156.3.1Theroleoftheuniversitysupervisor111-1136.3.2Theroleofthementorteachers113-115CHAPTER7Conclusion115-1197.1Summaryofthemainfindings115-1167.2ImplicationorEFLteachereducation116-1177.3Limitationsandrecommendations117-119References119-125Appendix1Paperforpre-testandPost-test125-127Appendix2Questionnairefornoviceteachers127-129Appendix3Samplesofreflectivejournals129-130Appendix4Sectionsoftranscriptofreflectivemeetings130-131Appendix5Interviewquestionstostudentsandteachers131-132Appendix6:Lessonobservationsheet132