教师个人理论形成的叙事研究——以一位中学英语教师为例-narrative research on the formation of teachers personal theory - taking a middle school english teacher as an example.docxVIP

下载本文档

10
0
约5.49万字
约 70页
2018-08-14 发布于上海
举报
版权申诉

教师个人理论形成的叙事研究——以一位中学英语教师为例-narrative research on the formation of teachers personal theory - taking a middle school english teacher as an example.docx

1、原创力文档（book118）网站文档一经付费（服务费），不意味着购买了该文档的版权，仅供个人/单位学习、研究之用，不得用于商业用途，未经授权，严禁复制、发行、汇编、翻译或者网络传播等，侵权必究。。
2、本站所有内容均由合作方或网友上传，本站不对文档的完整性、权威性及其观点立场正确性做任何保证或承诺！文档内容仅供研究参考，付费前请自行鉴别。如您付费，意味着您自己接受本站规则且自行承担风险，本站不退款、不进行额外附加服务；查看《如何避免下载的几个坑》。如果您已付费下载过本站文档，您可以点击这里二次下载。
3、如文档侵犯商业秘密、侵犯著作权、侵犯人身权等，请点击“版权申诉”（推荐），也可以打举报电话：400-050-0827(电话支持时间：9:00-18:30)。
4、该文档为VIP文档，如果想要下载，成为VIP会员后，下载免费。
5、成为VIP后，下载本文档将扣除1次下载权益。下载后，不支持退款、换文档。如有疑问请联系我们。
6、成为VIP后，您将拥有八大权益，权益包括：VIP文档下载权益、阅读免打扰、文档格式转换、高级专利检索、专属身份标志、高级客服、多端互通、版权登记。
7、VIP文档为合作方或网友上传，每下载1次，网站将根据用户上传文档的质量评分、类型等，对文档贡献者给予高额补贴、流量扶持。如果你也想贡献VIP文档。上传文档

教师个人理论形成的叙事研究——以一位中学英语教师为例-narrative research on the formation of teachers personal theory - taking a middle school english teacher as an example

NarrativeResearchontheFormationofanEnglishTeacher’sPersonalTheorySubmittedByYangWenjiaoSupervisorbyProfessorWangDongSubmittedtotheSchoolofForeignLanguagesOfShandongNormalUniversityinPartialFulfillmentoftheRequirementsforTheDegreeofMasterofEducationShandongNormalUniversityJinan,ChinaMay,2011目录摘要·······················································IAbstract·······················································Ⅲ导言1（一）问题的提出···················································1（二）研究的意义················································2一、中学英语教师个人理论概述····································5（一）教师个人理论的内涵···········································5（二）国内外研究现状···············································61．国外研究现状················································62．国内研究现状·············································7二、个案研究的方法与思路·······································11（一）叙事研究的内涵·············································11（二）叙事研究方法的缘起··········································12（三）研究进程····················································12三、邹芳老师的故事：个人理论的实践形态·························17（一）教学情境中的邹芳老师·······································17故事一尊重学生的主体性··········································17故事二注重启发式教学············································20故事三注重学生的知识运用·········································21故事四另类别致的课堂：实践素质教育·······························24（二）教学情境背后的邹芳老师······································25故事五信念的驱动力：教师职业的选择································26故事六对教师职业的挚爱：培训·听课·评课····························27故事七理解每一位‘学困生’·····································29故事八同事的帮助和自己的探索·······························30故事九对个人理论的反思：孜孜不倦的学习····························32四、研究结论与启示··········································35（一）对邹芳老师个人理论的解读···································351．教师的角色················································352．学生的地位················································363．教学态度····················································36（二）邹芳老师个人理论形成与发展因素的分析························371．内部因素···········