在课改中成长——一个小学语文新手教师的叙事-研究.pdf

Growing up in Curriculum Reform Narrative Inquiry on a Primary Chinese Novice Teacher Abstract The growth stage of novice teachers is a critical period for the professional growth of teachers, as the quality of teacher education at this stage will have a major impact on their professional growth. While the curriculum reform is a new challenge to teachers, it also provides a new platform for their professional growth. How novice teachers take this as an opportunity to grow with the new curriculum is our concern. With the sampling method of selecting a primary Chinese teacher Zhang Ya as the object of study, we employ the narrative inquiry of qualitative research methods, which is increasingly used in the social sciences, to study the issues of novice teachers and the professional growth of teachers in the background of the curriculum reform. The purpose of this research is to promote the cooperative teachers and other teachers to reflect on and improve their practice, and to make researchers, teacher trainers or teacher educators, and people of other fields further understand the whole curriculum reform in primary and secondary schools and understand the teachers’ lives, so as to provide vivid case-studies to explore how to train research-type teachers. This work is mainly manifested in the following aspects: First, we invited Zhang Ya to tell her personal life and teaching life in her own words, visited and investigated related people such as school leaders, colleagues, students’ parents etc, entered her classroom to observe, gathered her teaching texts, audio-visual materials and electronic information. The material obtained by above means were fu