初中英语教师课程理念的调查研究(学位论文).pdf

鲁东大学硕士学位论文初中英语教师课程理念的调查研究学位类别：教育硕士专业领域：学科教学（英语）鲁东大学外国语学院 AcknowledgementsI would especially like to extend my heartfelt gratitude to a number of persons without whose help it could have been impossible for me to complete this thesis.To start with,my sincere thanks go to my supervisor,Professor Su Yong,he read and responded to the drafts of each chapter more carefully than I could have expected.His oral and written comments are always helpful and appropriate.Without his expert guidance,the completion of the present thesis would have been impossible.Professor Su Yong has helped me through the whole procedure of this study.When I prepared for the study,he offered me a quantity of materials and some useful recommendations.Never does such assistance stop.In the period of writing,he was always ready to answer my questions.When the first draft was completed,he devoted her time and energy to revising it and giving me more detailed ideas for further revisions.Besides,I feel indebted to Prof.Lv Jun,Prof.Xiang Ping,Prof.Zhang Fachun,Prof.Li Jieping,Prof.Cao Shiqing,Prof Zheng Chengping and other teachers who have provided me with valuable advice,some needful information as well as writing skills.Whafs more,my thanks are extended to all of friends for their continuous support.Here,I give my sincere thanks to my friends Mr.Sun Wanmao,Mr.Yang Siyuan,and Ms.Kang WenJie,who gave me some very good advice,continuous support and encouragement.Last but not least,my thanks are also extended to all the teachers and students who participated in the questionnaire and interviews and offered me the first-hand information.AbstractCurriculum ideologies are personal beliefs about what educational institutions should teach,for what ends,and for what reasons.Curriculum ideologies are extensively believed to be divided into four different categories:scholar academic curriculum ideology,learner-centered curriculum ideology,social efficiency ideology,and social reconstruction curriculum ideology.Each of these ideologies reflects different epistemological beliefs regarding schooling,teaching,learning,childhood,knowledge,evaluation.Curriculum ideologies are important parts of teachers9 educational ideas,and the newest curriculum ideologies will promote the development of teachers.Teachers5 understanding of their own curriculum ideologies will also promote teachers understanding and reflection on their educational concepts,thus promoting their own growth.By adopting quantitative and qualitative approach,this study is devoted to elaborating on figuring out two questions:1)What is the present situation of junior middle school English teachers curriculum ideologies?2)What are the influential factors hindering the junior middle school English teachers5 curriculum ideologies?Using questionnaires and interviews,the author has conducted an in-depth investigation of the current situation and influencing factors of junior middle school English teachers5 curriculum ideologies.In this study,questionnaires have sent out to junior middle school English teachers in Shandong Province.A total of 294 questionnaires have been received,280 questionnaires are valid,and nine junior middle school English teachers have been interviewed.The findings of the study are shown as follows:1)It is found that the learner-centered curriculum ideology has the highest recognition among junior middle school English teachers in Shandong Province,which is reflected in dimensions of teaching,learning,and evaluation,and the second highest recognition curriculum ideology among junior middle school English teachers is social reconstruction curriculum ideology,which is reflected inidimensions of aims of schools and teachers.Junior middle school English teachers accept the scholar academic ideology as the least popular ideology;this curriculum ideology is the least preferred one regarding the aims of schools,learning,teaching,childhood,and evaluation.However,fbr the dimension of childhood,junior middle school English teachers curriculum ideology is confused.It shows that English teachers5 knowledge of learners is not deep enough at this stage.2)The influential factors hindering the junior middle school English teachers curriculum ideologies as following:lacking teaching material conditions,lacking understanding of teaching and students,lacking the enthusiasm to attend expert English lectures and forums,and lacking understanding of English curriculum standards.According to the findings of the study,the author puts forward corresponding suggestions to junior middle school English teachers.First,teachers must establish diversified curriculum ideologies.Second,teachers should actively participate in professional education training and expert English lectures.In this case,English teachers can easily access the latest educational information from various aspects and share their beliefs about education with other English teachers and experts.Third,teachers should enhance the study of English Curriculum Standard.By learning and understanding English curriculum standards,teachers are more likely to learn about the latest education policies and educational trends to update their curriculum ideology.Fourth,schools must create better teaching conditions for teachers.In philosophy,matter determines consciousness,and consciousness reacts to matter.Therefore,teaching conditions affect the teachers curriculum system to a large extent.The fifth is to establish a school training system and research community with surrounding schools.Key words:curriculum ideologies;junior middle school English teachers;English curriculum standard11摘要课程理念是关于教育机构应该教什么，为什么目的教和为什么而教的个人信 念。课程理念广泛被认为可以分为四个不同的类别：学者学术型、社会效率型、学习者中心型、社会重建型。每一种课程理念都有着对学校教育、教师角色、学 习过程、所授知识、学习者、评价六个方面的不同理解和解释。课程理念是教师 教育教学思想中的重要部分，与时俱进的课程理念会促进教师教育教学的发展，教师对于自身所持课程理念的了解也会促进教师对自我教育观念的认识和反思，从而促进自身成长。通过定量与定性相结合的方法，本文致力于解决以下2个问题：1）现阶段 的初中英语教师的课程理念的现状是怎么样的？2）影响初中英语教师的课程理 念的因素有哪些？。在本研究中，采用了问卷调查和访谈的方式对初中英语教师 的课程理念的现状和其影响因素展开了深入调查。本文对山东省内的部分初中英 语老师发放了调查问卷，总共收到了问卷294份，其中280份为有效问卷，并对 9名初中英语教师进行了访谈。研究结果发现：1）学习者中心型课程理念在山 东省初中英语老师中认可度最高，体现在教师角色，学习过程，和评价这三个维 度下，位于其次的是社会重建型课程理念，体现在学校教育目的，所授知识这两 个维度下。学者学术型课程理念在教师们的选择中位于最后，具体体现在学校教 育目的，教师角色、所授知识、学习过程、评价这五个维度下。另外对于学习者 这一维度，教师们的课程理念认知是混乱的，表明现阶段英语教师对于学习者的 认知还不够深刻。2）影响初中英语教师的课程理念更新的因素包括：教师缺少 参加专家英语讲座和论坛积极性，教师缺少教学物质条件，教师对教学和学生的 认识不足，教师对英语课程标准的了解不足等。根据研究结果，作者对初中英语教师提出了相应的建议。首先，教师必须要 建立多元化的课程理念。第二，教师应该积极参加职业教育培训和专家英语讲座。在这种情况下，英语教师可以很容易地从各方面获取最新的教育信息，并与其他 英语教师和专家分享他们对教育的看法。第三，教师应该加强英语课程标准的学 习。通过学习和理解英语课程标准，教师更有可能了解最新的教育政策和教育趋 iii势，以更新其课程理念。第四，学校必须为教师创造更好的教学条件。在哲学中，物质决定意识，意识是对物质的反映。因此，教学条件在很大程度上影响着教师 的课程体系。第五是与周边学校建立学校培训体系和研究社区。关键词：课程理念；初中英语教师；英语课程标准ivContentsAbstract.i摘要.iiiContents.IChapter On e Introduction.11.1 Research Background.11.2 Purpose and Significance of the Study.31.3 Structure of the Thesis.5Chapter Tw o Literature Review.62.1 Definitions of Curriculum Ideologies.62.2 Theoretical Basis.72.2.1 Curriculum Ideologies Theory.72.2.2 Constructivism Theory.102.2.3 John Deweys Education Theory.112.2.4 Behaviorism Theory.122.2.5 Ralph W.Tylers Educational Evaluation and Assessment Theory.132.3 Related Studies on Curriculum Ideologies at Home and Abroad.152.3.1 Overseas Studies on Curriculum Ideologies.152.3.2 Domestic Studies on Curriculum Ideologies.182.4 Summary.20Chapter Th ree Research Methodology.223.1 Research Questions.223.2 Participants.223.3 Instruments.233.3.1 Questionnaire.233.3.2 Interviews.253.4 Data Collection.25Chapter Fo ur Results and Discussion.27I4.1 The Current Situation of Junior Middle School English Teachers CurriculumIdeologies.274.1.1 Results and Analysis of the Questionnaire.274.1.2 Results and Analysis of the Interviews.404.2 The Influential Factors Hindering Junior Middle Schools English Teachers5Curriculum Ideologies.454.2.1 Lacking Good Teaching Material Condition.454.2.2 Lacking the Enthusiasm to Attend Expert English Lectures.464.2.3 Lacking Understanding of English Curriculum Standards.464.2.4 Lacking Understanding of Teaching and Students.47Chapter Fi ve Conclusion.485.1 Major Findings of the Study.485.2 Suggestions.495.2.1 Establishing Diversified Curriculum Ideologies.495.2.2 Participating Actively in Professional Education Training and ExpertEnglish Lectures.505.2.3 Enhancing the Study of English Curriculum Standards.505.2.4 Creating a Better Teaching Condition.515.2.5 Establishing School Self-cultivation System and Research Community with Surrounding Schools.515.3 Limitations of the Study and Suggestions for Future Study.52References 54Appendix On e Questionnaire.58Appendix Tw o Interview Questions.62About the Author.63II鲁东大学硕士学位论文Chapter One IntroductionThe research background of this thesis will be discussed in this chapter.And the purpose and significance of this study also will be discoursed in this chapter.At the end of this chapter,a brief description of each chapter will be given.1.1 Research BackgroundChange has become a dominant mantra of modem day life,and education has not been immune to these tendencies.The important approach to education is all about the need to evaluate individual talents by using different methods.Today,every nation on earth is reforming its public education.For many years,instructors have been investigating and examining various kinds of ideologies on the school curriculum with an aim of determining the best fit for students.Curriculum is a term referring to what should be taught in schools or even a particular lesson or program,or specific activity undertaken by students.Traditionally,school principals were just placing teachers in the classroom,provide school texts and have teachers guide their students through class work.Apparently,the current curriculum is much richer than that.This is correct because most people do not have the deep understanding of their potential ability and what they can achieve.Most of them go to school to learn about things they do not know and to fulfill their basic needs which are called“education”.In the past,teachers?performance was judged on their competence to cultivate“better students.Nowadays,educational system requires educators to have in-depth understanding of what they need to instruct their students not only to fulfill their educational needs but also to help them to know their potential ability and learning talents by using different education methods.Accordingly,instructors are required to understand and be aware of what exactly they need to teach their students,which mean that they need to be skilled enough to determine whether or not they give their 1初中英语教师课程理念的调查研究students the knowledge,skills,and the understanding they need to acquire as per their core curriculum.Given the fact that every notion has different educational system,educators need to be determined to know about national standards in both academic courses and elective fields of study such as compulsory education English curriculum standard in English teaching filed so as to recognize the standards they can accompany when creating the school curriculum.In other words,instructors should understand covering everything learning nothing is a totally wrong approach towards any core curriculum.In the latest edition of English Curriculum Standards fbr Compulsory Education,curriculum ideologies are composed of six parts:first,curriculum ideologies require teachers to attach great importance to the value of language for the development of students,language is not only being used as a tool of connection,but also a tool of thinking and exploration.Learning a foreign language can promote peoples mental development,helping students understand the diversity of the world as well as can help them cultivate their cross-cultural perspective by experiencing different cultures,enhancing international understanding,carrying forward the spirit of patriotism,and improving the humanistic quality.Secondly,curriculum ideologies need instructors to focus on the different characteristics and individual differences of language learners.Only by satisfying individual needs to a maximum extent can we maximize the teaching efficiency.Thirdly,focusing on the ability of designing overall learning objectives and highlighting the gradualness and sustainability of language learning are another requirement of curriculum ideologies.Fourth,curriculum ideologies require educators to highlight the learning process and the practicality and applicability of language learning,it advocates that students should contact,experience and understand the real language in the context,teachers should create as many opportunities as possible for students to use language in real contexts.Fifth,curriculum ideologies require instructors to optimize the evaluation methods,specially focus on the students comprehensive language competence.Sixth,enriching course resources and expanding English learning channels are also the essential principals for English teachers.A large amount of language input is the critical 2鲁东大学硕士学位论文process in the English learning.Rich and diverse curriculum resources are especially important for English learning.Curriculum ideologies are extensively believed to be divided into four different categories.Each of these ideologies reflects different epistemological beliefs regarding schooling,teaching,learning,childhood,knowledge,evaluation.The first type of curriculum ideology,scholar academic curriculum ideology(ACA or SCO),intrinsically purposes all intellectual skills and domains of knowledge.This ideology commented on central elements of schooling:function of schooling,role of teacher,learning,gathering information,childhood,slogan of education,evaluation.For example,the mission of schools is to impart knowledge to the student.Second type of curriculum ideology is social efficiency curriculum ideology(VECI or SECI),which insists that the initial purpose of schooling is to powerfully meet the needs on the society by training pupils as future adults contributing members of the society.Third type of curriculum ideology is learner-centered curriculum ideology,this curriculum ideology focus on children themselves,it considers children as the perfect being with bom features and educational training should activate them.According to learner-centered curriculum ideology,teachers should be able to present life experiences for students.Fourth type of curriculum ideology is social reconstruction curriculum ideology,in its perspective,this society with lots of issues and full of society crises,the function of the curriculum is to resolve these problems.So it believes that learning can best be achieved through a social crisis and exploring possible solutions.In general,curriculum ideologies are very important for English teachers,in turn,it is quite urgent for them to figure out the meaning of curriculum ideologies,absorbing the advanced teaching concepts to enhance their teaching1.2 Purpose and Significance of the StudyDuring the study period of postgraduate,there is a course called“A Study of3初中英语教师课