行动探讨中高校外语教师探讨能力进展

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该论文记录了一个教师研究者的研究历程,追溯她如何从一个封闭的教师转变为一个促成变化的负责人,最后走上教师教育者的道路。作者发现,中国外语教师从事科学研究的局限性,主要来自“职前”和“职中”教育过程的缺陷以及一些文化障碍。这些因素使他们不能对课堂教学作出充分有效的诠释。该研究从熟悉论和方法论两个纬度阐述行动研究对高校外语教师研究能力的发展所起的推动作用。该研究的行动计划包括三个阶段,目标是提高教师的研究能力。第一个阶段记录了作者介入研究的过程。在此过程中,她懂得了如何将思想变成行动,如何促成学生学习效果的提高,乃至所在机构和学校整体的进步。第二个阶段是由六个教师志愿者参加的合作学习计划,为期六个月。在实际操纵过程中,由于作者能力不足和其它制约因素,合作学习试验没有取得成功。然而对这次活动的反思,为第三个阶段提供了研究内容。她试图通过职前教育弥补教师研究能力的不足。作者对二十名英语专业研究生讲授了为期九周的研究生《教育理论与实践》课程,该课程特别夸大|教学论文网|教师行动研究的重要性,通过一系列有计划的课内课外活动,帮助学生将隐性概念转化成显性的可操纵的策略,促进观念的转变。该课程获得了积极的反馈,肯定了教师研究的价值。与研究问题相一致,该论文的数据收集和分析采用定性研究方法,在问卷分析时也用了定量研究手段。数据来源于各种会议、反思论述、日志、电子邮件、正式和非正式的访谈和问卷调查。该研究证实了行动研究增能赋权的作用,揭示了在创建研究文化氛围的过程中,所有介入职员之间同等的、良好的、甚至是私人关系的培养的重要性,提出研究教育的必要性。该研究对高校外语教师、教育者和教育管理职员的启示作用做了阐述。【关键词】:高校外语教师研究能力行动研究
【论文提纲】:Content10-4Acknowledgements4-6摘要6-7Abstract7-9ListofTablesandFigure9-14ChapterOneIntroduction14-261.1PersonalBackground14-171.2Setting17-181.3ActionResearchCycles18-211.4StatementoftheProblems21-221.5PurposeoftheStudy22-241.6ResearchQuestions24-251.7OutlineoftheStudy25-26ChapterTwoLanguageTeachers’ProfessionalDevelopmentandEducationalResearch26-522.1BriefIntroductiontoLanguageTeacherEducation26-272.2PerspectiveofTeacherDevelopment27-342.2.1Reasonorteacherdevelopment28-302.2.2Purposeofeducationalresearch30-342.3LanguageTeacherResearchinChina34-382.3.1Researchonlanguageteacherprofessionaldevelopment34-352.3.2Ashiftinresearchparadigm35-362.3.3ContentofChineseresearchinELT36-382.4Pre-serviceandIn-serviceTeacherEducation38-452.4.1ThecurriculumforEnglishMajorStudents39-432.4.2Themissingpartsoftwocurriculumorteacherpreparation43-442.4.roblematicpracticum44-452.5In-serviceLanguageTeacherEducation45-522.5.1ConstraintsonTEFLacademics’developmentprograms48-52ChapterThreeActionResearchandApplications52-773.1DefinitionsofAR52-553.1.1ApplicationofARinmyfirstproject54-553.2PrinciplesofAR55-673.2.1.TheoriginandthedevelopmentofAR58-613.2.2Teacherasresearcher61-643.2.3Reflectiveteachers64-673.3ARinForeignLanguageArea67-713.3.1Theresearchareasinthefieldoflanguageteaching67-683.3.2ThebenefitsofARinthefieldoflanguageteaching68-693.3.3TheweaknessesandsolutionsofAR69-703.3.4ThefutureofARinthefieldoflanguageteaching70-713.4ARinChineseContext71-773.4.1EnglishpublicationsonARinHongKongcontexts72-743.4.2EnglishpublicationsonARforTEFLacademicsinmainlandcontext74-753.4.3EnglishpublicationsonARingeneraleducationfield753.4.4PublicationsonARofuniversitylanguageteachinginChinesejournals75-77ChapterFourResearchDesignandMethodology77-894.1TheNatureoftheStudy77-784.2SelectionofResearchSite78-794.3SelectionofParticipants79-834.3.1Participantsinthesecondcycle80-824.3.2Participantsinthethirdcycle82-834.4EthicalProceduresoftheStudy83-844.5DataCollectionMethods84-874.6LimitationsofThisStudy87-89ChapterFiveFOAR89-1125.1ResearchBackground89-975.1.1Planning91-925.1.2Implementing92-945.1.3Modifyingplan94-965.1.4Reimplementingwiththreeteachers96-975.2Reflection97-1025.2.1Replanning98-995.2.2Analyzing99-1025.3ReflectionontheActivity102-1055.3.1Teachers’reflectionontheobservation103-1045.3.2Implicationsoftheactivity104-1055.4FindingsandDiscussion105-1125.4.1Changesoccurredintheexperimentteachers105-1085.4.2Changesoccurredintheauthor108-1095.4.3Constrainingfactor109-1105.4.4Facilitatingfactor110-112ChapterSixSOARwithSixVolunteerTeachers112-1336.1Planning112-1146.2Implementing114-1216.3ReflectionBeforethe6-monthActivity121-1236.3.1Theintentionoftakingpartintheactivity121-1226.3.2Attitudetoresearchandteaching122-1236.3.3Theproblemsidentifiedbyparticipants1236.4.Reflectionafterthe6-monthActivity123-1256.5ReflectionthroughaFollow-upEmailSurvey125-1286.5.1Personalaimorparticipation1266.5.2Feelingsduringparticipation126-1276.5.articipants’role1276.5.4Changesoccurredintheparticipants1276.5.5Reactionromthecolleagues127-1286.6FindingsandDiscussion128-1336.6.1Thegapbetweenwhatwediscussedandwhatcouldbewritten128-1296.6.2Therelationshipswithinresearchgroupmembers129-1306.6.sychologicalfactororwomenteachers130-133ChapterSevenSOARwith20StudentTeachers133-1497.1Planning133-1347.2Implementing134-1367.3Analyzing136-1447.4Reflection144-1497.4.1Enhancementinresearchawareness145-1467.4.2Inspirationinteachingmode146-1477.4.3Theuntargetedresearchmethodbooks147-149ChapterEightConclusion,implicationandSelf-Reflection149-1578.1Conclusions149-1508.1.1ARhelpsempowerparticipants149-1508.1.2ARhelpsdevelopcollaborativerelationships1508.1.3ARhelpsimplementresearcheducation1508.2Implications150-1538.2.1Implicationforin-serviceTEFLAcademics150-1518.2.2Implicationforpre-serviceTEFLacademics151-1528.2.3ImplicationforChineseEducators1528.2.4ImplicationforChineseEducationalAdministrators152-1538.3SelfReflections153-1578.3.1Asateacher153-1548.3.2Asateacherresearcher154-1558.3.3Asachangeagentorfacilitator1558.3.4Asateachereducator155-157References157-168AppendixOne168-171AppendixTwo171-172AppendixThree172-178AppendixFour178-188AppendixFive188-191
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