摘要随着外语教育改革和教学科研的深入，人们逐渐意识到教师职业的专业化发展己成为提高外语教学质量的关键，而反思性教学是教师发展的主要途径。本文拟就英语教师如何通过教学反思促进自己的专业发展进行探讨，希望唤起教师自我促进的意识。作者认为，教师反思既有利于提高教学质量，也有利于教师本身素质的提高；通过反思性教学，教师可以实现专业化成长。文章阐述了反思的概念、范畴以及反思在教师发展中的作用。在此基础上本文通过研究和调查中学英语教师对反思性教学的理解和运用程度，旨在了解中学英语教师运用反思性教的现状。21902
毕业论文关键词：反思性教学； 专业发展；英语教师
Abstract With the development of education reform of foreign language and scientific research of teaching, people gradually realize that teachers’ professional development has already become the key to improving foreign teaching quality and that the reflective teaching is an approach to teachers’ professional development. The thesis attempts to draw upon the teachers’ professional development through teacher reflection in the hope of arousing teachers’ awareness of self-improvement. The author holds that teacher reflection is beneficial to the improvement of teaching and teachers themselves, and teachers can achieve professional growth through reflective teaching. The study first reviews definitions and dimensions of reflection and the role of reflection in teachers’ development. What’s more, the present study was designed to investigate the current conditions that junior middle school English teachers apply reflective teaching by exploring and examine the degree of availability and their comprehension towards reflective teaching.
Key Words: reflective teaching; professional development; English teacher
Reflective Teaching and English Teachers Professional Development
Contents
摘 要 i
Abstract ii
I. Introduction 1
II. Theoretical Bases 2
2.1 Reflective Teaching 2
2.2 Teacher Professional Development 5
III. The Current Conditions 6
3.1 Methodology 7
3.1.1 Subjects 7
3.1.2 Instruments 7
3.2 Data Presentation and Analysis 9
IV. Discussion and Recommendations 12
4.1Discussion 12
4.1.1 English Teachers’ Attitudes Towards Reflective Teaching 12
4.1.2 Tools for Reflective Teaching 13
4.1.3 Benefits of Reflective Teaching 14
4.1.4 English Teachers’ Difficulties to Apply Reflective Teaching 15
4.1.5 Reflective Teaching as an Impetus for the Professional Development 16
4.2 Findings and Recommendations 17
V. Conclusion 20
Bibliography 21
Acknowledgements 22
Appendix 23
I. Introduction
Since 1980s, reflective teaching has prevailed in the world especially in Europe and America. So scholars in education field have also made a lot of researches on reflective teaching in America. In most of the articles and books dealing with reflective teaching, the roots of the term reflection are traced back to Dewey and his influential “How we Think”: a re-statement of the relation of reflective thinking to educational process and to Schon(1983), Schon(1987), Schon(1991). Reflective teaching begins to attract more and more teachers and educators’ attention. Xiong Chuanwu(1999), a scholar of China, defines reflective teaching and practice. With new curriculum standard implemented, teachers in Chinese middle school have to learn to conduct reflective teaching to keep up with the times’ requirements. Most of the previous studies tend to discuss reflective teaching from theory. Few studies apply theory of reflective teaching to teaching practice of middle school. 反思性教学与英语教师专业发展:http://www.751com.cn/yingyu/lunwen_14320.html