大学英语写作教学中教师的个人实践知识
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-02-14编辑:lgg点击率:5215
论文字数:38921论文编号:org201702132007092829语种:英语 English地区:中国价格:$ 66
关键词:英语语言学论文大学英语写作教学职前教师英语教师
摘要:本文是英语语言学论文,本文希望能为英语教育实践、教师专业发展以及教师培训提供一些启示和意见,以引发各界对英语教师个人实践知识的重视,找到提高大学英语教学质量的新途径。
Chapter One Introduction
1.1 Background of the Research
Along with the propulsion of educational reform, more and more attention is paid to the curriculum and teaching practice. Teachers, as the practitioners of education reform, have never failed to fascinate the educational researchers. The study on teachers has not been a new topic in the educational field. Nowadays, the focus is directed to teachers’ professional development and growth. In order to promote teachers’ professional development and growth, researchers do a lot of explorations from the perspective of theory and practice. However, what we really need to pay attention to is teachers’ knowledge and experience (Peng Fengqin, 2005). Birman, Desimone, Porter and Garet (2000) also claim that teachers’ professional development should focus on deepening teachers’ knowledge in order to promote teachers’ learning and changes in practice. Teachers’ knowledge is an important part of teachers’ professional quality and it reflects the uniqueness of teaching as a profession. Teachers’ knowledge not only is a kind of intellectual resources processed in teaching activities, its application also decides teacher’s professional level. Nowadays, more and more teaching researches focus on teachers’ knowledge compared with teachers’ characteristics or teaching methods. Teachers’ knowledge research holds a significant role in the area of teaching research because it is a part of the reform in how educators think about classroom practice. It is assumed in the research of teachers’ knowledge that the most important area is what teachers know and how their knowing is expressed in teaching (Clandinin, Connelly & He, 1997).
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1.2 Purpose of the Research
From Clandinin and Connelly (1984), a wide range of studies have been done on PPK (Yu Huiping, 2011), but few is focused on a specific teaching scene especially on English teaching scene. In this study, the main teaching scene is set in three pre-service teachers’ college English writing class. Therefore, this study aims at conducting a comprehensive and systematic study on the analysis of teachers’ PPK by investigating three EFL pre-service teachers’ teaching college English writing. There are four main purposes in this study. First of all, by analyzing written documents which include teachers’ English learning experience, English teaching experience and a description of their favorite teacher and by having semi-structured interviews with each pre-service teacher a
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