高中英语教师信念与课堂教学行为关系的个案研究及对策分析  

A Case-based Study and Countermeasure Analysis on the Relationship between Senior English Teachers' Beliefs and Classroom Teaching Behaviors

作　　者：岳冉[1] 黄彩霞[1] Yue Ran Huang Caixia

机构地区：[1]西北师范大学外国语学院,甘肃兰州730070

出　　处：《科教文汇》2016年第29期116-117,共2页Journal of Science and Education

摘　　要：教师信念指引教师确定相应的教学目标及教学方法,并影响着教师的课堂教学行为。由于高中英语教师的教师信念有相似之处也有不同之处,使得教师选择的课堂教学行为也有所不同。通过个案研究发现,教师信念和课堂教学行为在较多方面通常表现较为一致,但二者在某些方面也存在脱节现象。构建良好的学校及社会环境,促进教师信念重构,以及不断推进教师个人职业发展将有助于实现教师信念与教学行为的协同适应。Teachers＇ beliefs guide them to make clear their teaching objectives and methods, and also influence their class-room teaching behaviors. As senior English teachers＇ beliefs possess both similarities and differences, their classroom teach-ing behaviors are also different. Through a case-based study, it is found that teachers＇ beliefs are often consistent with classroom teaching behaviors in many aspects, but they are also discon-nected in some aspects. To realize the collaboration and adapta-tion between teachers＇ beliefs and teaching behaviors, we should establish a good school and social environment, promote teach-ers＇ belief re-construction, and continuously promote teachers＇ personal professional development.

关 键 词：高中英语教师 教师信念 课堂教学行为 学校环境 职业发展 

分 类 号：G633.41[文化科学—教育学]