高中英语新手教师和专家教师同课异构对比研究
发布时间：2025-06-10 00:39
随着教育改革的深入和高中英语课程标准的颁布,我国教育在理念、方法、目标等方面都在发生变化。《高中英语课程标准》提出的语言学习观是这样的:普通高中英语课程倡导指向学科核心素养的英语学习活动观和自主学习、合作学习、探究学习等学习方式。教师应设计具有综合性、关联性和实践性特点的英语学习活动。新课标的内容强调了有效教学的重要性,更加注重教学方法的灵活性以及提高课堂效率。对学生的综合能力提出了更高的要求,因此对教师同样提出了更高的要求。“同课异构”的理念与新课标的理念不谋而合。为提高英语教学的有效性,本文着眼于同课异构这一种新的教研方式。由于阅读课和语法课是高中英语教学中最主要的两种课型,本文作者从同课异构视角下对于高中英语新手教师和专家教师的阅读和语法课进行对比分析,并尝试通过对比分析为高中英语教师提供一些可操作的实际的教学建议。所以,本研究的研究问题是:1.从两位老师的研究设计来看,各有什么异同?2.从两位老师的教学实施过程来看,各有什么异同?3.从两位老师的教学评价来看,各有什么异同?本论文采用了文献法、课堂观察、案例分析、访谈等研究方法。本研究从教学设计、教学实施和教学评价三个大的方面比较...
【文章页数】：71 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Structure of the Study
Chapter Two Literature Review
2.1 Definitions of the Key Terms
2.2 Previous Studies on Novice and Expert English Teachers Abroad and at Home
2.3 Previous Studies on Heterogeneous Classes Abroad and at Home
Chapter Three Theoretical Basis
3.1 Effective Teaching
3.2 The“Learning Community”in Constructivism
Chapter Four Research Design
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.4 Research Procedures
Chapter Five Descriptions and Analysis of the Heterogeneous Classes
5.1 Descriptions of Teaching Material
5.2 Descriptions of Heterogeneous Classes
5.3 Analysis and Comparison of Heterogeneous Classes
Chapter Six Conclusion
6.1 Major Findings of the Study
6.2 Pedagogical Implications
6.3 Limitations and Suggestions for Future
Bibliography
Appendix I Testing after Reading Class
Appendix II Testing after Grammar Class
Appendix III Teacher Interview
Acknowledgements
本文编号：4050052
【文章页数】：71 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Structure of the Study
Chapter Two Literature Review
2.1 Definitions of the Key Terms
2.2 Previous Studies on Novice and Expert English Teachers Abroad and at Home
2.3 Previous Studies on Heterogeneous Classes Abroad and at Home
Chapter Three Theoretical Basis
3.1 Effective Teaching
3.2 The“Learning Community”in Constructivism
Chapter Four Research Design
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.4 Research Procedures
Chapter Five Descriptions and Analysis of the Heterogeneous Classes
5.1 Descriptions of Teaching Material
5.2 Descriptions of Heterogeneous Classes
5.3 Analysis and Comparison of Heterogeneous Classes
Chapter Six Conclusion
6.1 Major Findings of the Study
6.2 Pedagogical Implications
6.3 Limitations and Suggestions for Future
Bibliography
Appendix I Testing after Reading Class
Appendix II Testing after Grammar Class
Appendix III Teacher Interview
Acknowledgements
本文编号：4050052
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