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基于转化学习理论的英语教师反思与教师信念的调查 [3]

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-06-07编辑:lgg点击率:5043

论文字数:38547论文编号:org201706061819508768语种:英语 English地区:中国价格:$ 66

关键词:英语论文范文教师反思教师信念转化学习理论

摘要:本文是英语论文范文,笔者以转化学习理论的角度来分析目前教师反思和教师信念的状况,并论述两者之间关系。

ection can be understood as a mirror to better understandteachers’ learning and teaching experience, which is closely related to their teaching practice. There areconsiderable studies on reflection can be found in current papers. Review of the literature in the context ofteacher reflection falls into the theoretical and practical perspectives.From the theoretical perspective, From the theoretical perspective, Huberman(1985) claimed that“…teachers will reach outside the classroom for information and expertise that can explain or alleviate the problems theyconfront in getting their work done satisfactorily. Teachers also reach outside to make the most of the instructionalopportunities they can open up within the constraints of the classroom. Or they may reach outside to justify and legitimizetheir own convictions and routines.”
..........

Chapter 3 Theoretical Framework......15
3.1 Transformative Learning Theory......15
3.2 Social Constructivism Theory.......... 18
Chapter 4 Research Design..........21
4.1 Research Questions...........21
4.2 Research Participants........21
4.3 Research Instruments........22
Chapter 5 Results and Discussion....... 29
5.1 Descriptive Analysis of EFL Teachers’ Reflection...........29
5.2 The Interview Results for EFL Teachers’ Reflection....... 31
5.3 The Current Situation of EFL Teachers’ Reflection.........34
5.4 Descriptive Analysis of EFL Teachers’ Beliefs........38
5.5 The Current Situation of EFL Teachers’ Beliefs...... 39
5.6 Correlation Analysis Between Teachers’ Reflection and Beliefs.....41
5.7 The Relationship Between EFL Teachers’ Reflection and Beliefs...........43

Chapter 5 Results and Discussion

This chapter presents the results of data analyses which intend to answer the research questionsmentioned in chapter four. Firstly, descriptive statistics concerning each questionnaire will be presented.Then the relationship between EFL teachers’ reflection and teachers’ beliefs is discussed in great detail.

5.1 Descriptive Analysis of EFL Teachers’ Reflection

Descriptive analysis of EFL Teachers’ reflection (see Table 5.1) is used to answer the first researchquestion. Among the gathered data, there were 114 valid usable samples. The statistics showed that scoresof the overall high school EFL teachers’ reflection varied from 3.34 to 4.43 points (the scope is from 1 to 5points), with an average score across the sample of 3.97 points. The average score was higher than median,indicating that the overall information about teachers’ reflection is high; meanwhile, the standard deviationwas small, showing small variations of overall level.The above data shows that average scores for different teachers’ reflection levels are varied. Thehighest level is moral reflection (4.34), which deals with teachers’ reflection on moral issues, including“teachers show care and love ” for students, “set themselves as a moral example”, “show justice” tostudents. The average score, both affective reflection and meta-cognitive reflection is 4.10, they are in thesecond place. Affective reflection mainly concern with teachers’ reflecting tendency for students, their“inner world”, “cultural and linguistic backgrounds”, “thinking and understandings”, their “interests”, andtheir “developmental readiness for particular tasks”. While meta-cognitive reflection deal论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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