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teachersdevelopbycollectingdataandreflecting.1.3PurposeofthePresentStudy
Teachers&rsquo,beliefsandteachingbehaviorhavebeenstudiedwidelyinthelastdecade(Pajares1992,Smith1997,Breenetal2001,Nunan2001,Wade2002,Burns2005).However,onlyafewqualitativestudiesaboutteachers&rsquo,beliefshavebeencarriedoutthroughoutChina,letaloneinGuangdongProvince.Therefore,thereisagapinthisbodyofqualitativeresearchonteachers&rsquo,beliefsindifferentareasofGDsincetheimplementationoftheNewCurriculum.Thepresentstudyisattemptingtohelpfillthatgap.Furthermore,manyofthepriorresearcheswerecarriedoutonrelativelysmallsamples,Woods(1996)madeastudyof8teachers,Wang(2002)targetedat3teachers,Zheng&,Jiang(2005)alsocarriedoutastudyupon3teachers.Hence,anothermotivationforthisstudywastomakeasurveyinconsiderablewidthandbreadth.
Thepresentstudytriestofindouttherelationshipbetweenteachers&rsquo,beliefsandtheirpracticalteachingbehaviorintheNewCurriculumcontext,andinthemeantime,tofindoutsignificantproposalsforteachertrainingandprovideeducatorswithvaluableperspectivesonteachingandcurriculumdevelopment.
1.4StructureofthePresentStudy
Startingfromdefinition,theauthorfirstofallfoundoutsomeexperts&rsquo,definitionofteachers&rsquo,beliefs&rdquo,,andthensummedituptobeamuchplainone.Thentheauthorproceededtomakeanalysisofthequestionnaires,aimingatfindingoutthestatusquoofteachers&rsquo,beliefsinGDProvince.Afterthat,theauthormadefurtheranalysisontheclassroomobservationlog,tryingtofindoutwhethertheteachers&rsquo,teachingbehaviorwasconsistentwiththeirarticulatedbeliefs.Finally,face-to-faceinterviewswereconductedtofindouthowteachers&rsquo,beliefsguidetheirbehavior,andwhatteachersusuallytakeintoaccountintheircourseplanning.
ChapterTwoLiteratureReview
2.1DefinitionofTeachers&rsquo,Beliefs
Definitionofbeliefsmayvaryaccordingtodifferentexperts.Sigel(1985)definesbeliefsasmentalconstructionofexperience,whichguidesbehavior.Nespor(1987)andWilliam&,Burden(1997)defineitasvaluesandattitudesoftheworldandisalsopredictorofbehavior.Tobebrief,beliefstellbehavior.
In1992,Pajaresmadeadefinitionofteachers&rsquo,beliefs&rdquo,asteachers&rsquo,attitudesabouteducation,aboutschooling,teaching,learning,andstudents(Pajares1992).Nespor(1987),Woods(1996)andWilliam&,Burden(1997)foundteachers&rsquo,beliefsisfarmoreinfluentialthanknowledgeindeterminingclassroomwork.Breenetal(2002)alsoinfersthatteachers&rsquo,beliefsandexperiencesstronglyinfluencedclassroomwork.
Fromalltheabovedefinitions,theauthorsummedupteachers&rsquo,beliefs&rdquo,tobeteachers&rsquo,attitudesaboutteachingandlearning,whichwillaffecteverythingtheydointheclassroomteaching.
2.2Teachers&rsquo,BeliefsandTeachingBehavior
Thewesterncountrieshadgonethrough3decadesintheresearchoftherelationshipbetweenteachers&rsquo,beliefsandteachingbehavior.Freeman(2002)subdividestheperiodinto3broadtimeframes:workleadingupto1975,thedecadeofchange(1980-1990),andthedecadeofconsolidation(1990-2000).
Sincethe80s,anarrayofempiricalstudiesofteachers&rsquo,beliefsandteachingbehaviorhavebeencarriedout.Freeman(2002)probedtheimpactofteachers&rsquo,mentallives,priorknowledge,socialandinstitutionalcontext,etc.onteachingbehavior,andfoundteachers&rsquo,beliefstohaveapowerfulinfluenceontheirbehavior.Actually,howteachers&rsquo,beliefsshapetheirbehaviorinclassroomteachinghasbeenstudiedinvariousways(Meighan1990,Woods1996,Smith1997,Breenetal2001,B2003,Burns2005).
Chineseresearchershavebeguntosetaboutstudyingteachers&rsquo,beliefsandteachingbehaviorinrecentyears(Wang2002,Xia2002,Sun2005,Lou&,Liao2005).
Allthesestudiescollectivelyshowthatclassroomactivitiesarehighlyinfluencedbyteachers&rsquo,beliefs.However,someresearchersfoundtheirsubjectstobehavetheotherwayround.
Argyris&,Schö,n(1974,1987)arguethatthereisalmostalwaysadiscrepancybetweenteachers&rsquo,beliefsandthewaysteachersact(William&,Burden1997).Sun(2005)addressesthatthemostprominentprobleminEnglishclassroomteachingtobethegapbetweenthenewlyacquiredteachingbeliefsandtheeducationalpractice.Wang(2002)andLou&,Liao(2005)alsofoundsuchadiscrepancybetweentheirsubjectteachers&rsquo,behaviorandbeliefs.Iftherereallyexistssuchadiscrepancy,theteachingmaybeinefficientorevenconfusing,whichmaybringaboutaseriesofproblemsinteachingandlearning.
2.3TheExpectedTeachers&rsquo,BeliefsoftheNewCurriculum
Chancesarethatgivenbetterteaching,learnerswilllearnmore.Theneweraofeducationcallsforimprovedteachingbeliefsandbehaviorasinstrumentstofacilitateandimprovestudentlearning.Thenewlyimplementedcurriculumputforwardfiveteachers&rsquo,beliefsasfollows:
Focusingonmonfoundation,preparingforfurtherdevelopment,
Offeringvariousoptions,cateringforpersonalneeds,
Optimizingthelearningmodel,enhancingself-directedlearningpetence,
Concerningwithstudents&rsquo,emotion,enhancingculturalawareness,
Promotingtheassessmentsystem,encouragingcontin
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