大学自主学习英语教育论文提纲

论文题目：英语教育硕士教师知识的现状研究 ——以广西两所高校为例

摘要：全日制教育硕士专业学位自开设以来,受到越来越多研究者和学子的关注。教育硕士以“实践型”和“专业性”为特征,是为中小学培养应用型教师。英语教育硕士的设置是为中小学输送具有科研能力和教学能力的英语教师,而教师知识的水平决定了英语教学的质量和发展。本文采用舒尔曼关于教师知识的分类,调查广西两所设有英语教育硕士点的高校对教师知识的掌握情况、影响教师知识的因素以及如何提高英语教育硕士的教师知识。本文研究对象为广西师范大学和广西师范学院的49名研二英语教育硕士。笔者首先通过问卷调查了解英语教育硕士教师知识的现状:总体上英语教育硕士教师知识掌握情况良好,但教师知识结构不平衡。然后笔者通过访谈得知在研究生期间影响教师知识的因素以及研究主体对课程和反思性教学的看法的信息。本文将影响教师知识的因素分为两大类:一种是正式影响因素,包括教材课程、教育实习和评价系统;另一种称为非正式影响因素,包括个人因素和课外活动。结合问卷的数据和访谈的信息,可以得知在研究生期间有四个主要的方面影响英语教育硕士的教师知识:（1）课程设置不合理,课程偏重于理论学习;（2）·些英语教育硕士在学习中处于被动的地位;（3）实习时间短暂以至于不能学习到足够的教学技巧;（4）评价系统不完善,未能综合形成性评价和终结性评价。根据研究主体教师知识掌握的现状以及影响他们教师知识的因素,作者从实习、课程设置、自主学习和评价体系这四个方面提出了即能增强实践性知识又能将理论知识灵活运用的建议,旨在帮助英语教育硕士建构合理的教师知识。研究英语教育硕士的教师知识不仅可以丰富教师知识和英语教育硕士的理论研究,还可以帮助英语教育硕士了解如何在实际中去优化知识,成为合格的教师。

关键词：英语教育硕士;教师知识;自主学习

学科专业：学科教学（英语）

摘要

Abstract

List of Table

Chapter 1 Introduction

1.1 Background of the Study

1.2 Purpose of the Study

1.3 Significance of the Study

1.4 Structure of the Thesis

Chapter 2 Literature Review

2.1 Related Concepts

2.1.1 Teacher knowledge

2.1.1.1 Definition of Teacher Knowledge

2.1.1.2 Classification of Teacher Knowledge

2.1.1.3 Source of Teacher Knowledge

2.1.2 Master of English Education

2.2 The Theoretical Foundation

2.2.1 Constructivist Learning Theory

2.2.2 Reflective Teaching

2.3 Related Studies at Home and Abroad

2.3.1 Related Studies at Home

2.3.2 Related Studies Abroad

2.3.3 Comments on the Previous Research at Home and Abroad

Chapter 3 Methodology

3.1 Research Questions

3.2 Research Subjects

3.3 Research Instruments

3.3.1 Questionnaire

3.3.2 Interview

Chapter 4 Data and Analysis

4.1 Questionnaire

4.1.1 Background of Participant

4.1.2 Overall Situation of Subjects' Teacher Knowledge

4.1.3 Content Knowledge

4.1.4 Pedagogical Knowledge

4.1.5 Pedagogical Content Knowledge

4.1.6 Curriculum Knowledge

4.1.7 Knowledge of Learners

4.1.8 Knowledge of Educational Context

4.1.9 Knowledge of Educational Ideas and Values

4.1.10 Summary of Questionnaire

4.2 Interview

4.2.1 Factors Influencing Teacher Knowledge

4.2.1.1 Information about Factors Influencing Teacher Knowledge

4.2.1.2 Discussion about Factors Influencing Teacher Knowledge

4.2.2 Opinion on Courses Learned in Postgraduate

4.2.2.1 Information about Opinion on Courses Learned in Postgraduate

4.2.2.2 Discussion about Opinion on Courses Learned in Postgraduate

4.2.3 Opinion on Reflective Teaching

4.2.3.1 Information about Opinion on Reflective Teaching

4.2.3.2 Discussion about Opinion on Reflective Teaching

4.2.4 Summary of Interview

Chapter 5 Results and Discussion

5.1 Implication and Suggestion of Teaching Practice

5.2 Implication and Suggestion of Courses

5.3 Implication and Suggestion of Autonomous Learning

5.4 Implication and Suggestion of Assessment System

Chapter 6 Conclusion

6.1 Major Findings

6.2 Limitations

6.3 Recommendations

Bibliography

Appendix 1

Appendix 2

Acknowledgements