基于課堂敘事話語的大學(xué)英語教師實(shí)踐性知識個(gè)案研究
發(fā)布時(shí)間：2024-05-14 18:55
隨著高等教育水平的不斷提高,教師的專業(yè)發(fā)展受到越來越多的重視。教師知識作為教師專業(yè)發(fā)展必不可少的部分,日益成為一個(gè)熱門話題。自艾爾貝茲(Elbaz)的研究以來,學(xué)者們開始從教學(xué)實(shí)踐的角度來研究教師及其教學(xué),教師的實(shí)踐知識受到廣泛關(guān)注。本研究以敘事探究和建構(gòu)主義為理論基礎(chǔ),結(jié)合陳向明,徐錦芬和鞠玉翠提出的影響教師實(shí)踐知識的因素,探討了以下兩個(gè)研究問題:1,大學(xué)英語教師課堂敘事背后的實(shí)踐知識是什么?2,影響高校教師實(shí)踐知識的因素有哪些?四位大學(xué)英語教師應(yīng)邀參加了這項(xiàng)研究。通過課堂觀察,收集四位教師的敘事話語,對教師的實(shí)踐知識進(jìn)行識別和研究。此外,本研究還結(jié)合訪談來探討影響教師實(shí)踐知識的內(nèi)外因素。主要研究結(jié)果如下。首先,四位大學(xué)英語教師的實(shí)踐知識主要包括四個(gè)方面:學(xué)科知識、學(xué)生知識、自我知識和情境知識。教師的實(shí)踐知識主要體現(xiàn)在教師在解讀課文時(shí)使用的課堂敘事話語(假想敘事、個(gè)人敘事、共享敘事、文化敘事以及關(guān)于他人的敘事)。第二,教師的實(shí)踐知識是以個(gè)人的生活經(jīng)驗(yàn)、學(xué)術(shù)素養(yǎng)和教學(xué)經(jīng)驗(yàn)為基礎(chǔ)的。它是在教育情境中不斷反思,以學(xué)生和教學(xué)環(huán)境為外部媒介進(jìn)行交流而產(chǎn)生和發(fā)展。本文對今后的研究提出了一些建議:...
【文章頁數(shù)】：104 頁
【學(xué)位級別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 The Background of the Study
1.2 The Significance of the Study
1.3 The Purpose of the Study
1.4 The Overall Structure of the Study
Chapter 2 Literature Review
2.1 Teacher's Practical Knowledge
2.1.1 The Definition of Teacher's Knowledge
2.1.2 The Definition of Teacher's Practical Knowledge
2.1.3 The Characteristics of Teacher's Practical Knowledge
2.1.4 The Classifications of Teachers'Practical Knowledge
2.2 Classroom Narratives
2.2.1 The Definition of Narrative
2.2.2 The Definition of Classroom Narratives
2.2.3 The Classification of Classroom Narratives
2.3 Relevant Theories
2.3.1 Narrative Inquiry
2.3.2 Consturctivism
2.4 Previous Studies of Relative Issues
2.4.1 Studies on Teacher's Practical Knowledge Abroad
2.4.2 Studies on Teacher's Practical Knowledge at Home
Chapter 3 Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Classroom Observation
3.3.2 Interview
3.4 Procedures
3.5 Data Collection and Analysis
Chapter 4 Results and Discussion
4.1 Results
4.1.1 Results of the Classroom Observation
4.1.2 Results of the Interview
4.2 Discussion
4.2.1 Teacher's Practical Knowledge Contained in Classroom Narratives.
4.2.2 Factors Contributing to the Formation of Teacher's PracticalKnowledge
Chapter 5 Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study
5.4 Suggestions for Further Research
References
Appendix A
Appendix B
本文編號：3973357
【文章頁數(shù)】：104 頁
【學(xué)位級別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 The Background of the Study
1.2 The Significance of the Study
1.3 The Purpose of the Study
1.4 The Overall Structure of the Study
Chapter 2 Literature Review
2.1 Teacher's Practical Knowledge
2.1.1 The Definition of Teacher's Knowledge
2.1.2 The Definition of Teacher's Practical Knowledge
2.1.3 The Characteristics of Teacher's Practical Knowledge
2.1.4 The Classifications of Teachers'Practical Knowledge
2.2 Classroom Narratives
2.2.1 The Definition of Narrative
2.2.2 The Definition of Classroom Narratives
2.2.3 The Classification of Classroom Narratives
2.3 Relevant Theories
2.3.1 Narrative Inquiry
2.3.2 Consturctivism
2.4 Previous Studies of Relative Issues
2.4.1 Studies on Teacher's Practical Knowledge Abroad
2.4.2 Studies on Teacher's Practical Knowledge at Home
Chapter 3 Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Classroom Observation
3.3.2 Interview
3.4 Procedures
3.5 Data Collection and Analysis
Chapter 4 Results and Discussion
4.1 Results
4.1.1 Results of the Classroom Observation
4.1.2 Results of the Interview
4.2 Discussion
4.2.1 Teacher's Practical Knowledge Contained in Classroom Narratives.
4.2.2 Factors Contributing to the Formation of Teacher's PracticalKnowledge
Chapter 5 Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study
5.4 Suggestions for Further Research
References
Appendix A
Appendix B
本文編號：3973357
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