基于转化学习理论的英语教师反思与教师信念的调查-常学娉.docx

《基于转化学习理论的英语教师反思与教师信念的调查-常学娉.docx》由会员分享，可在线阅读，更多相关《基于转化学习理论的英语教师反思与教师信念的调查-常学娉.docx（80页珍藏版）》请在得力文库 - 分享文档赚钱的网站上搜索。

1、 A Survey of EFL Teachers5 Reflection and Beliefs Based on Transformative Learning Theory 基于转化学习理论的英语教师反思与教师信念的调查 Chang Xueping 常学娉 郑 重 声 明 本人的学位论文是在导师的指导下独立撰写并完成的，学位论文没有 剽窃、抄袭、造价等违反学术道德、学术规范和侵权行为。否则，本人愿 _一 学位论文作者（签名 ） ： 為彳年 J: 月於曰 学位论文使用授权书 本论文作者完全了解学校关于保存、使用学位论文的管理办法及规定，即学 校有权保留并向国家有关部门或机构送交论文的复印件

2、和电子版，允许论文被査 阅和借阅，接受社会监督。本人授权西北师范大学可以将本学位论文的全部或部 分内容编入学校有关数据库和收录到中国硕士学位论文全文数据库进行信息 服务，也可以采用影印、缩印或扫描等复制手段保存或汇编本学位论文。 本论文提交 当年 / 一年 / 两年 / 三年以后，同意发布。 若不选填则视为一年以后同意发布。 注：保密学位论文，在解密后适用于本授权书。 作者签名 “終屬 导师签名： /年 i:月 U 曰 西北师范大学研究生学位论文作者信息 论文题目 基于转化学习理论的英语教师反思与教师信念的调查 姓 名 常学娉 学号 201422100824 专业名称 学科教学（英语 ） 答辩

3、日期 2016-5-14 联系电话 13993105357 E-mail 通信地址（邮编 ） 西北师范大学 730070 备注： Contents Abstract . ii 摘要 . iii List of Abbreviations . iv List of Figure and Tables . v Chapter 1 Introduction . 1 1.1 Research Background . 1 1.2 Significance of the Study . 2 1.3 Objectives of the Study . 3 1.4 Framework of the Stu

4、dy . 3 Chapter 2 Literature Review . 4 2.1 Definitions of Teachers5 Reflection and Beliefs . 4 2.1.1 Definitions of Teachers5 Rejection . 4 2.1.2 Definitions of Teachers5 Beliefs . 5 2.2 Previous Studies on Teachers5 Rejection. 7 2.2.1 Previous Studies on Teachers5ReectionAbroad. 7 2.2.2 Previous St

5、udies on Teachers5 Rejection at Home . 10 2.3 Previous Studies on Teachers5 Beliefs . 11 2.3.1 Previous Studies on Teachers5 Beliefs Abroad . 11 2.3.2 Previous Studies on Teachers5Beliefsat Home . 12 Chapter 3 Theoretical Framework . 15 3.1 Transformative Learning Theory . 15 3.2 Social Constructivi

6、sm Theory . 18 Chapter 4 Research Design . 21 4.1 Research Questions . 21 4.2 Research Participants . 21 4.3 Research Instruments . 22 4.3.1 Questionnaire for Teacher5s Reflection . 22 4.3.2 Interview for Teachers5 Reflection . 26 4.3.3 Questionnaire for Teachers5 Beliefs . 26 4.3.4 SPSS17.0 (The St

7、atistical Package for Social Science) .28 Chapter 5 Results and Discussion .29 5.1 . Descriptive Analysis of EFL Teachers5 Rejection .29 5.2 The Interview Results for EFL Teachers5 Rejection . 31 5.3 The Current Situation of EFL Teachers5 Reflection . 34 5.4 Descriptive Analysis of EFL Teachers5 Bel

8、iefs .38 5.5 The Current Situation of EFL Teachers5 Beliefs .39 5.6 CorrelationAnalysis Between Teachers5 Reflection and Beliefs .41 5.7 The Relationship Between EFL Teachers5 Rejection and Beliefs .43 Chapter 6 Conclusions and Implications .45 6.1 Conclusions . 45 6.2 Implications . 46 6.3 Limitati

9、ons of the Present Study . 46 References . vi Appendix 1 Questionnaire for Teacher9s Reflection (English Version) . xiii Appendix 2 Questionnaire for Teacher9s Reflection (Chinese Version) . xvi Appendix 3 Questionnaire for Teachers9 Reflection . xviii Appendix 4 Questionnaire for Teachers9 Beliefs

10、(English Version) . xxi Appendix 5 Questionnaire for Teachers9 Beliefs ( Chinese Version) . xxiii Appendix 6 Interview Questions for Teachers9 Reflection . xxv Acknowledgments . xxvi Abstract Teachers5 reflection and beliefs have been considered as crucial factors for their professional practice and

11、 professional growth; because reflection makes a bridge between teaching theory and teaching practice, and beliefs combine teaching cognition and teaching practice together. Many papers have made studies on teachers reflection and beliefs respectively, but few studies combined these two factors toge

12、ther. This study includes three questions: (1) Whats the present situation of EFL teachers reflection from the perspective of transformative learning theory? (2) Whats the present situation of EFL teachers beliefs from the perspective of transformative learning theory? (3) Whats the relationship bet

13、ween EFL teachers reflection and beliefs from the perspective of transformative learning theory? This study aims at providing a reference for the research of teachers reflection and their beliefs. This thesis is divided into six chapters. Chapter one is introduction, which illustrated the research b

14、ackground, the significance and the aim of the study. In Chapter two, the thesis reviewed the literature in relation to EFL teachers reflection and beliefs. Chapter three introduced the transformative learning theory and social constructive theory to construct the theoretical framework. The fourth p

15、art is research design, 114 in-service high school EFL teachers came from Gansu, Jiangxi, Shandong, Shanxi, Sichuan province and Ningxia Hui Autonomous Region and Xinjing Uygur Autonomous Region were chosen as the participants of the investigation.The researcher applied Questionnaire for Teachers Re

16、flection and 9 interview questions developed by Jinfen Xu, Banban Li and Andy Curtiss (2015) to analyze current situation of teachers reflection; and Questionnaire for Teachers Beliefs(Horwitz,1999) to analyze current situation of teachers beliefs; and Pearson correlation analysis in SPSS17.0 was us

17、ed to present the relationship between teachers reflection and their beliefs. Chapter five showed the results and discussion in detail. According to the results, (1) the high school EFL teachers overall reflection level is relatively high (M=3.97),which means most of them are reflective teachers fro

18、m the perspective of transformative learning theory. The teachers reflect most on Moral, Affective, Meta-cognitive and Classroom Management aspects, then on Critical and Cognitive factors, and reflect least on the Practical factors. (2) the mean percentage for teachers belief is relatively high (M=3

19、.65), which means most teachers hold a correct view on foreign language teaching and learning. (3) high school EFL teachers reflection is significantly related with their beliefs (r=.617*), namely, the more reflection one has, the more correct beliefs one will hold. The sixth chapter discussed the c

20、onclusion, limitations and implication. The conclusion showed that reflection can improve teachers practice ability and facilitate their professional development, and it has a positive effect on teachers5 beliefs towards foreign language teaching and learning. Key words: teachers5 reflection, teache

21、rs5 beliefs, transformative learning theory 摘要 教师反思和教师信念是教师实践和职业发展的重要因素，因为教师反思是教学理论与教学实践 之间的桥梁，教师信念是教学认知和教学实践之间的纽带。国内外学者们分别对教师反思和教师信 念做了大量的研究，但是将二者结合在一起的研究比较少。因此，本研究旨在从转化学习理论角度 分析当前教师反思和教师信念的状况并探究两者之间的关系，以期为教师反思和教师信念的研究提 供借鉴和启示。 本论文由六部分组成。第一部分引论，阐述研究背景、研究意义、研究目的。第二部分综述关 于英语教师反思和教师信念两方面的国内外相关文献。第三部分通

22、过介绍教师反思和教师信念提出 了理论框架。第四部分研究设计。本论文以甘肃、江西、山东、陕西、四川、宁夏和新疆等 7 个省 区的 114 名高中英语教师为研究对象，采用问卷调查法：徐锦芬， 李斑斑和 Andy Curtis (2015)设 计的教师反思问卷和出 :也 (1999)设计的教师信念问卷及访谈进行数据收集，通过描述性 统计分析了当前高中英语教师反思和教师信念状况，并利用 SPSS17.0 对问卷结果进行皮尔逊相关 性分析以探究两者之间的关系。第五章研究结果与讨论，本研究表明： （ 1)高中英语教师的总体 反思水平较高 （ M=3.97)， 从转化学习理论角度看，大多数教师属于反思型教师。他们的反思主要 集中在道德、情感、元认知和课堂管理方面，其次为认知反思和思辨反思方面，而实践反思相对较 少。 （ 2)教师信念的均值 （ M=3.65)也相对较高，表明多数教师对外语教学和学习持有正确的态 度。 （ 3)教师反思与教师信念呈显著正相关 （ r=617*)，说明教师反思越多，其教学信念也越正 确。第六章对研究结果做了总结，并说明了本研究的局限性以及启示建议。研究结果表明反思能提 高教师实践能力，促进教师职业发展，并对教师教学信念有正面影响。 关键词： 教师反思；教师信念；转化学习理论