初中英語教師教學(xué)反思現(xiàn)狀的調(diào)查研究

Chapter1Introduction

BackgroundoftheResearch

Since1980s,theconceptsof“reflection”and“reflectiveteaching”havebecomehottopicsinthefieldofteachereducationalresearch.AmericanprofessorDonaldSchon(1983)advocatedthattheteachershouldbe“thereflectivepractitioner”.“Reflection”and“reflectiveteaching”originatefromthecriticaltheoryandpost-moderntheory,whichstrengthentheteachingsubject’sreflectiveawareness.Withthedevelopmentanddeepeningofcognitivepsychologyresearch,theteachereducationalresearchpaidmoreattentiontoteacher’sinternalthinkingratherthanexternalbehaviors.Thenewrequirementstothecultivationoftalentswereproposedin21stcenturywhichmakestheeducationalconceptchangetomeettheeducationalreform.Manyresearchesprovedthatthesuccessofeducationalreformrelyontheteacher’sactiveparticipationandsupport(ChangBo,2000).Inordertopromotethequalityofteachereducationalreforminthewest,thetraditionalteachertrainingmodelwasgraduallyreplacedbyreflective-dominatedteacherprofessionaldevelopmentmodelwhichendowedwiththerightandobligationofself-educationandself-

decision.Reflectionisbecomingadominantparadigminteachereducationprogramsworldwide.Reflectionrequirestheteacher’scriticalanalysisoftheirteachingideas,value,andpractice.TheprofessorPosner(1989)pointsoutteachergrowthformula:experienceplusreflectionequalsgrowth.Heheldthatlackofreflectiveexperienceisakindofnarrowexperience;itisjustthesuperficialknowledgeatmost.Besides,thecelebratedscholarYeLan(2001)inChinaeversaidthatateacherwouldnotbeanexcellentteacherifheorsheneverrethinkshisorherteaching.Iftheteacherjustpaysattentiontoacquiringteachingexperience,andignoringdeeprethinkonhisorherteachingexperience.

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SignificanceoftheResearch

Atpresent,anewelementaryeducationalreformiscarryingonalloverthecountry.ThenewroundelementaryeducationcurriculumreformtakesnewconceptswhichchallengesEnglishteachers’traditionalteachingmethod.Underthebackgroundofnewcurriculumreform,teacher’squalityisoneofkeyfactorstoinfluencewhetherthecurrentelementaryeducationcurriculumreformcanproceedsmoothlyornot.Hence,itisveryimportanttopromotetheEnglishteachers’reflectiveabilityinjunior

highschoolandrealizethejuniorhighschoolEnglishteachers’transformationfrom“artisan”to“reflectiveteacher”.So,researchonteachers’teachingreflectionisofprofoundtheoreticalandpracticalsignificance.Reflectionhasnotbecomeaheatedtopicuntil1990s,andscholarsfromabroadanddomesticdidresearchesonreflectionandreflectiveteachingfromdifferentperspectives.Theseresearcheslaidastrongfoundationforlaterresearchonthisfield.However,thecurrentresearchresultsarenotsufficient.Fortheresearcheslargelyfocusontheintroductionofthereflectiontheoryorsummarizingtheresearchresultsfromabroad.

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Chapter2LiteratureReview

TheBasicconceptsofReflection

Whatisreflection?ItsderivationistheLatin‘reflectere’,meaningtobendback’.Inwesternphilosophy,Aristotle,PlatoandLocketalkedaboutreflection.J.Locke(1959)regardedreflectiontobeintrospectiononthe“ideas”.Fromhispointofview,hethoughtthatreflectionisakindofmentalactivity.B.Spinoza(1960)regardedhisepistemologyas“reflectiononknowledge”.“Reflectiononknowledge”is“thinkingonconception”.Adefinitionof

reflectiondatesbacktoJohnDewey’s(1933)descriptioninhisbook“HowWeThink”.Hedefinedreflectionasthe“active,persistentandcarefulconsiderationofanybeliefandsupposedformofknowledgeinthelightofgroundsthatsupportitandthefurtherconclusiontowhichittends”(P.9).Deweyregardedreflectionasadynamicandprudentcognitiveprocess,itcontainsnumbersofrelatedindividual’sinnerbeliefandknowledge,thisreflectivethoughtgenerallyhasintimateconnectionwithpracticalproblem.Hedeemedthatareflectiveteacherisateacherwhocriticallyexamineshisorherpractices,comesupwithsomeideasashowtoimprovehisorherperformancetoenhancestudent’slearningandputthoseideasintopractice.BasedonDewey’stheoreticalbasis,Schon(1983)firstputforwardtheconceptofreflectivepracticeinTheReflectivePractitioner:HowProfessionalsThinkinAction.

Hemaintainedthatreflectivepracticenotonlyneedsreflectionbutactionaswell,ittriestobridgethegapbetweenthetheoryandpractice.Schonpresented“reflection-in-action”and“reflection-on-action”.Inaddition,Schon(1983)proposedtheconceptof“knowing-in-action”or“tacit-knowledge”.“knowing-in-action”involvesthe“spontaneous,skilfulexecutionofanactionwhichwearecharacteristicallyunableto

make…verballyexplicit”(Schon,1987,p.25).

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TheTheoreticalBasisforReflection

Teachingreflectionreferstoreflectiononaction.Onlyunderstandingtheactionitselfthoroughly,cantheteacher’sreflectionbeeffective.So,thebasisofteachingreflectionistheunderstandingofaction.Thebehavioraltheoryisthetheoryofunderstandingandchangingthebehavior.Throughthebehavioraltheory,wecanknowthenatureofbehavior,andalsofurtherguidehowtoimprovebehaviorbyreflection.Thebehavioraltheorydatesfromthesociologists,philosophers,andprofessionalpractitioners’exploringon“howtocombinepersonalthoughtsandactions”.Thebehavioraltheoryarguesthattheteachershavethedeclarationtheoryandtheusetheoryatthesamemoment.Thesetwomodesoftheoriesaresometimesconsistentwhentheteachersmatchthethoughtswiththemotions;butsometimesinconsistentwhenthethoughtsisnotaccordancewiththeactions.Thedeclarationtheoryisasortoftheorywhattheteacherbelieved,butimplementedornotinaction.Ifsomeoneaskstheteacherwhatwillheorshedoinsomecircumstance,theresponseoftheteacheristhedeclarationtheory.Thedeclarationtheorycanbeexpressed

easilybywords,suchas,themottoof“theprocessoflearningishappy”,andtheconceptlike“student-dominated”.

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Chapter3ResearchDesign 19

ResearchQuestions 19

ResearchParticipants 19

ResearchInstruments 20

TheQuestionnaire 20

TheInterview 22

TheResearchProcedures 23

Chapter4ResultsandDiscussion. 24

TheOverallCurrentSituationofJuniorHighSchoolEnglish 24

Teachers’teachingreflectioninRespectofGender. 27

Teachers’teachingreflectioninRespectofSchoolLocation. 29

TheDifferencesofEnglishTeachers’teachingreflection 32

TheDifferencesofEnglishTeachers’teachingreflection. 36

Chapter5Conclusion 39

MajorFindings. 39

LimitationsandSuggestions 40

Chapter4ResultsandDiscussion

TheOverallCurrentSituationofJuniorHighSchoolEnglishTeachers’teachingreflection

ResearchontheoverallcurrentsituationofjuniorhighschoolEnglishteachers’teachingreflectioninthisthesismainlyreferstothereflectivelevelofsevendimensions,whichincludespractical,cognitive,affective,meta-cognitive,critical,moral,andclassroommanagement.Theauthortakestheaveragescoresthatthefactorscontainingtheitemsofthequestionnaireasthefactors’scores,thisaveragescoreistomeasurethereflectionlevelofthesevendimensions.Thesevenfactors’averagescoresistheteachers’overalllevelofreflection.Table4-1,adescriptivestatisticsofoverallcurrentsituationofjuniorhighschoolEnglishteachers’teachingreflection,indicatesthemeanvalueandthestandarddeviationofeveryfactor.Accordingtotable4-1,theoverallcurrentsituationofjuniorhighschoolEnglishteachers’teachingreflectionisatintermediatelevel,theoverallmeanis3.5984.JuniorhighschoolEnglishteachersreflectmoreonmoral(M=4.3215)andclassroommanagement(M=4.1749)than

affective(M=3.6298),mata-cognitive(M=3.5390),critical(M=3.2411).Amongthesevenfactorsinteachers’teachingreflection,themeanofcognitive(M=3.1617)andpractical(M=3.1206)areattheleast.AllEnglishteachersinjuniorhighschoolpaymoreattentiontomoralandclassroommanagement.Thecausesofthisphenomenonareasfollows.Atfirst,Chinanotonlystressestheteacher’sdignityandtheabsoluteauthorityfromancienttime,butattachesimportancetomoraleducationaswell.Undertheculturaltradition,mostofteachersrealizedthattheymusttakethemselvesasanexampletothestudents,andtheyshouldtakecareforstudentsastheirduties.

………..Conclusion

Basedonpreviousresearchesdonebyothers,thisstudywasdesignedtofindoutthestatusquoofmiddleschoolEnglishteachers’teachingreflectionfromsevendimensions.Theyarepractical,cognitive,affective,meta-cognitive,critical,moral,andclassroommanagement.ThestudywasconductedthroughquestionnaireandinterviewtotheEnglishteachers.Theresultsareasfollows:first,theoverallreflectivelevelofsecondary

Englishteachers’teachingreflectionisatintermediatelevel.TheEnglishteachers’teachingreflectionofjuniorhighschoolisbetterondimensionsofmoralandclassroommanagementthanaspects