英语本科专业开放教育论文提纲

论文题目：全日制在读英语教育硕士“教师信念”的调查研究

摘要：英语教师是教育改革的践行者,是英语课堂教学的决策者和组织者,隐性、复杂、动态的教师信念是教师行为的向导和发展的驱动力。目前英语教师信念的研究主要集中在对中小学以及大学教师的研究上,对职前英语教师,特别是英语教育硕士这一群体的研究成果较少。因此,本文通过研究英语教育硕士教师信念的总体情况,并对比不同省份同级学校之间英语教育硕士的教师信念和本科是英语教育专业与其他英语专业研究生的教师信念,旨在通过调查与分析,能对英语教育硕士群体的自我认识和专业发展规划起促进作用,提高其反思和完善自身教师信念的意识。本文主要采用问卷调查的手段,以广西师范大学和河南师范大学的86名学科英语方向的研究生为调查对象进行研究。英语教师信念的调查问卷是在台湾学者朱苑瑜和叶玉珠（2001）以及徐泉（2012）编制的问卷的基础上进行了一定的修改与调整编制而成的。该问卷共有五个维度:英语语言观、英语教学观、英语学习观、师生角色观和英语教学专业观。本文研究的问题为:（1）英语教育硕士的教师信念的总体情况如何?（2）广西师范大学学科英语方向研究生和河南师范大学学科英语方向研究生所持有的英语教师信念是否存在差异?（3）本科是英语教育专业的教育硕士与本科是英语其他专业的教育硕士的教师信念是否存在差异?通过数据分析发现:（1）英语教育硕士的教师信念总体趋于积极开放,虽然仍不太成熟,但比较符合我国所倡导的关于教师的理念和思想。（2）总体而言,不同学校之间的英语教育硕士的教师信念基本不存在差异,但是在英语教学观和英语教师职业发展观这两个方面,广西师范大学的英语教育硕士持有更为积极的教师信念。（3）本科是英语教育专业与本科是英语其他专业的教育硕士的教师信念基本不存在差异。研究成果带来的启示:（1）对于学科教学（英语）专业的高校来说,应该注重课程改革,课程设计应包括专业课程和实践课程。（2）对于英语教育硕士的导师及授课教师来说,应改变教学模式,尽量树立积极的榜样,言传身教。（3）对于英语教育硕士,他们应该不断的反思自身的教师信念并能坚定的将其运用到实际的教学过程中去。

关键词：英语教育硕士;教师信念;差异;调查

学科专业：课程与教学论（英语）

Abstract in Chinese

Abstract in English

Abbreviations

Chapter 1 Introduction

1.1 Research Background

1.2 Research Purposes

1.3 Research Significance

1.4 Thesis Organization

Chapter 2 Literature Review

2.1 Teachers’ Belief

2.1.1 Definition of Teachers’ Belief

2.1.2 Classification of Teachers’ Belief

2.2 Theoretical Support for the Research

2.2.1 Teacher’s Cognition Theory

2.2.2 Social Constructivism Theory

2.3 Review of Related Researches at Home and Abroad

2.3.1 Review of Related Researches of Language Teachers’ Belief Abroad

2.3.2 Review of Related Researches of English Teachers’ Belief at Home

Chapter 3 Research Design

3.1 Research Questions

3.2 Research Subjects

3.3 Research Instruments

3.3.1 Questionnaire on English Teachers’ Belief

3.3.2 Interview

3.4 Data Collection and Date Analysis

Chapter 4 Research Results and Analysis

4.1 Overall Situation of Teachers’ Belief of Full Time English MED Students

4.1.1 Teachers’ Belief About English Language

4.1.2 Teachers’ Belief About English Teaching

4.1.3 Teachers’ Belief About English Learning

4.1.4 Teachers’ Belief About Roles of Students and Teachers

4.1.5 Teachers’ Belief About Teaching as a Profession

4.2 Differences in Teachers’ Belief Between Full-time English MED Students inGuangxi Normal University and Those in Henan Normal University

4.2.1 Differences in Beliefs About English Language

4.2.2 Differences in Beliefs About English Teaching

4.2.3 Differences in Beliefs About English Learning

4.2.4 Differences in Beliefs About Roles of Students and Teachers

4.2.5 Differences in Beliefs About Teaching as a Profession

4.3 Differences in Teachers’ Belief Between English MED Students Majoring in English Education and Those Majoring in Other Subjects During theUndergraduate Periods

4.3.1 Differences in Beliefs About English Language

4.3.2 Differences in Beliefs About English Teaching

4.3.3 Differences in Beliefs About English Learning

4.3.4 Differences in Beliefs About Roles of Students and Teachers

4.3.5 Differences in Beliefs About Teaching as a Profession

Chapter 5 Pedagogical Implications

5.1 Major Findings of the Present Study

5.2 Implications

5.2.1 Implications for Teachers

5.2.1.1 Reforming the Curriculum of the English MED Students

5.2.1.2 Implementing Appropriate Teaching Modules

5.2.2 Implications for Students

5.2.2.1 Learning the Core Accomplishment Under the Backgrounf ofNew Curriculum Reform

5.2.2.2 Developing the Capacity of Autonomous Learning

Chapter 6 Conclusions

6.1 Summary of the Present Study

6.2 Limitations of the Present Study

6.3 Suggestions for Future Study

Bibliography

Appendices

Appendix A

Appendix B

Acknowledgements