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英语毕业论文设计-反思性教学在初中英语教学中的应用.doc
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1、晋 中 学 院 本科毕业论文(设计)题 目 反思性教学在初中 英语教学中的应用 院 系 外国语学院 专 业 英语 姓 名 郝朝慧 学 号 1004121309 学习年限 2010年9月至2014年6月 指导教师 王静 讲师 申请学位 文学学士学位 2014年6月6日 Acknowledgements I would like to express my sincere gratitude to all the people who have helped me in the writing of this paper. Without their insightful suggestions,
2、 comments and assistance, I could not complete this paper.First and foremost, I owe a great deal to my supervisor, WangJing, whose advice, encouragement and patience have been invaluable to my research. I am deeply moved by her serious attitude. Everything she gave me broaden my envision and strengt
3、hen my confidence to complete the paper. Thanks should also go to my friends, they give me comments and support when I was in difficulties. At last, I wish to express my affection and hearty gratitude to my lovely parents, who have supported me and ease my anxiety in the times of trouble and difficu
4、lties. The Application of Reflective Teaching to English Teaching at Junior Middle School Authors Name: Hao Chaohui Tutor: Wang JingAbstract: Reflective teaching is a new teaching method which advocates and conforms to the concept of new curriculum. With the implementation of new curriculum, the req
5、uirement of teaching ability is higher and higher. And reflective teaching is one of the important ways for teachers to enhance their teaching quality. According to new curriculum standard, reflective teaching is considered as “a core element” for teachers professional growth and personal developmen
6、t. This paper attempts to investigate the application of reflective teaching at junior middle school based on Meta-cognition and constructivism theory, and explains its significance and value. By reflecting before teaching, reflecting after teaching, and students feedback, it is proved that reflecti
7、ve teaching could arise students interest of learning English and they also would like to engage in class discussion, which not only foster teachers development, but also contribute to students comprehensive development. However, there are many difficulties to overcome in specific implementation. It
8、 is expected that the research on this subject will be better in the future. Finally, the author hopes teaching administrators strengthen the attention of reflective implementations, provide an example for teachers and organize teachers to reflect in the cooperation, which urge reflective teaching p
9、lay a greater role in the middle English teachers vocational development.Keywords: reflective teaching; application; development 反思性教学在初中英语教学中的应用学生姓名:郝朝慧 指导教师:王静摘 要:反思性教学是新课程倡导并符合新课程理念的新的教学方式。随着新课程的实施,教学对教师能力的要求也越来越高。而反思性教学是教师提高教学质量的重要方式。在新课程标准中,反思性教学被认为是“教师专业发展和自我成长的核心因素”。 本文以元认知理论和建构主义为基础,探讨了反思性教学
10、在初中英语教学中的应用,并说明了它的意义和价值。通过教学前和教学后的反思,以及学生的访谈反馈,证明反思性教学能够引起学生对学习英语的兴趣,也愿意参与到课堂的讨论学习中。这不仅促进了教师的发展,也促进了学生的全面发展。但是在具体的实践当中,还有许多问题未解决,期望将来这方面的研究会更加完善。最后作者希望通过提高教学管理人员对反思实践的重视,为教师提供范例,组织教师在合作中进行反思,促使反思性教学在中学英语教师职业发展中发挥更大的作用。关键词: 反思性教学; 应用; 发展 ivContentsAcknowledgements.iAbstract in English. iiAbstract in
11、Chinese. iii Introduction1 Literature Review1 Theoretical Basis of Reflective Teaching43.1 The definitions and classifications of reflective teaching43.2 Meta-cognition63.3 Constructivism7The Application of Reflective Teaching at Junior Middle School84.1 Reflection before teaching94.1.1 Reflection o
12、n teaching goals94.1.2 Reflection on teaching content114.1.3 Reflection on teaching means134.2 Reflection after teaching144.2.1 Reflection on teaching process144.2.2 Reflection on teaching effect154.2.3 Reflection on teaching designs17 The Significance of Reflective Teaching185.1 Contributing to the
13、 development of teachers185.2 Contributing to the comprehensive development of students19 Conclusion19Bibliography21Appendix23 Introduction Since the 1980s, reflective teaching has become a hot topic in the educational research in western countries, which was quickly mentioned and introduced in othe
14、r countries of teaching. Since the 1990s, our country has introduced the theory of reflective teaching and carried out a series of theoretical learning and practical study. A lot of educational reforms have proved that teachers active participation and support are crucial to educational reform. Thus
15、, teachers professional development has become increasingly urgent in almost every country. And reflective teaching is a main way to promote the teachers professional development and enhance teachers teaching quality. Reflective teaching aims to change teachers roles from knowledge provider to coope
16、rators of students autonomic learning, and from mark evaluators to facilitators of students learning. It helps promote teachers theoretical growth and optimize teaching practice. It intends to enrich the theoretical foundation of the study and lays theoretical basis for the implementation of reflect
17、ive teaching in the real teaching practice. Therefore, research on reflective teaching is of profound theoretical and practical significance.Reflective teaching is a technical term with a quite particular meaning although different researchers adopt various definitions and theoretical frameworks for
18、 it. Reflective teaching is actually a problem-solving process with the purpose of developing a teachers profession and improving teaching quality. This paper discusses the reflection before and after teaching, and explain its significance. In this study, reflective teaching refers to a process that
19、 teachers reflect their teaching before class, think about the problems appearing in putting plans into effect in class and try to find the solutions so that they will know how to deal with the kind of the problem next time. Besides, the unsolved problems of this research are pointed out. It is expe
20、cted that the research on this subject will be better in the future. Literature Review Recently, a movement of reflective teaching has received tremendous popularity all over the world. Reflection becomes the sign of an outstanding teacher and the crucial factor in teachers professional development,
21、 though there are many arguments in reflective teaching. Educators and psychologists have studied widely on reflective teaching since 1910s. The author will first show typical studies on reflective activity. As we know, reflective activity tries to discover relationships between what we do as teache
22、rs and the consequences of those actions, which has substantially caused the rapidly increasing reflective teaching literature. With regard to the notion of the term reflection, it should be traced back to John Dewey, who was an American philosopher and educationalist. His concept of reflective prac
23、tice and reflection was developed through experiential learning theories. In his opinion, refection includes all open and wide system of experimental inquiry and a scientific problem-solving process which is followed by a reasonable selection in making decisions. He pointed out that the procedure co
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