内蒙古大学英语教师专业发展之反思性教学影响.doc

内蒙古大学 英语 关于好奇心的名言警句英语高中英语词汇下载高中英语词汇 下载英语衡水体下载小学英语关于形容词和副词的题 教师专业发展之反思性教学影响.doc 内蒙古大学英语教师专业发展之反思性教 学影响----英语教学论文 -->Chapter One Introduction 1.1Research Background Teacher professional development has been the hot topic in education circle since1980s. It has been generally accepted that teachers have been playing the important rolesin foreign language teaching. Many educators and experts hold the belief that teacherprofessional development has a great impact on education reform. ongolia. Therefore, the present study is significantin that it seeks to study teacher professional development through reflective teachingation hoping to provide the inspiring thought for both teachersand authorities. The study is meaningful in promoting the quality of teacher team andbettering the development of college English education. It is also hoped to give theguidance for college English teachers gros, summarize their successesand failures in their teaching, and improve or correct some behaviors in class teaching.All in all, it can improve the reflective ability, internalize their belief and enhance their teaching effects. It can promote the effective and systematic reflection in their teachingprocess, and give the guidance for all-round development and groprove the professional aptitude topromote the development of co -->llege English education in Inner Mongolia. „„„. Chapter Tore than a the ancient times tilltoday. Scholars from home and abroad pose their understandings and give their ople, in China, the ancient Chinese Saint Confucius told hisstudents to have a reflection on themselves every day to figure out their faults. In the e from English philosopher and educationist Lock andHolland philosopher Spinoza (Rui 32).Since the early eighties a number of approaches to teacher development have beenproposed and implemented. One of the forms to help teachers improve their practice p; Applegate1981; Cruickshank et al 1981) and Zeichner (Zeichner 1981-2; Zeichner and Teitlebaum1982; Zeichner 1983) (Richards and Nunan 202)The notion of reflective teaching has been much discussed since De of kno lessons, and thinking about alternative means of achieving goals or aims”, hesees it as a means to provide students ent Teacher professional development has been the center since 1980s in education field.For a better understanding, the definition and related research are presented in this part. Teacher development ely, teacher training, teachereducation and teacher development. ent, the understandings to teacher professional development can bedivided into three diagrams: the process of teacher professional grooting teacher professional development and the bination of the above tent is the process of teacher professional gromary of the definition of teacherprofessional development from the first angel.The earliest one to propose the professional development is E. Hoyle, he believed that“teacher professional development is a process in aster the good professional practice” (42). Perry heldthe opinion that teacher professional development was teacher s growth in theirprofessional life, including the streng -->thening of faith, the improvement of skills, atter knop; Hargreaves, teacherprofessional development not only referred to the development in the specific area throughteacher training, but also the all-round development of teachers in aim aents ....18 3.3.1 Questionnaire ....18 3.3.2 Reflective Journal.....18 3.3.3 Interviemary of Main Findings...... 49 5.2 Limitations and Remendations ........ 50 Chapter Four Findings and Discussions 4.1 Findings of Reflective Teaching Questionnaire Question 1 conducts the survey on the college English teachers familiarity above, it can be seen that 42% of college English teachers knoiliar iliarity of reflective teaching is not positive in Inner Mongolia. Question 2 investigates the frequency of reflection practiced in college Englishteachers in Inner Mongolia. The Four choices separately are, A Never, B Occasionally, COften and D Al the statistics that 2% of college English teachers never reflect on theirteaching, 26% of teachers occasionally reflect their teaching, 57% of teachers often reflecttheir teaching, and 15% of teachers al above, it can beconcluded that reflection practiced among college English teachers are optimistic, among175 subjects, altogether 72% of teachers often and almarize the present study on reflectiveteaching and teacher profess -->ional development in Inner Mongolia, and then someimplications are discussed and limitations of this study are pointed out. This research leads to the folloong collegeEnglish teachers in Inner Mongolia ely, reflective focus,reflective techniques and reflection effects. In the survey it can be found that 72% ofcollege English teachers reflect their teaching, hoost isteaching method, . The favorite reflective techniqueconcerning students is munication and talk through different channels, andthe favorite technique for teachers themselves is the discussion and learning fromexperienced colleagues, the least popular one is recording their classroom teaching. Forreflection effects, 87% of college English teachers hold the positive opinion of thefacilitation of reflective teaching to teacher professional development and believereflective teaching can promote their professional groostagreed one is teaching practice, the least one is research. „„„„ References (omitted)