奥克兰assignment代写:教学实践中的信念

2017-10-04 15:51

信念在教学实践中体现出来，因为教师的教导往往反映他们的信念。Pajares(1992)和理查森(1996)调查了教师的信仰和他们的教学实践之间的关系，得出结论，教师的信念反映在他们的行为、决定和课堂实践中。卡根(1992a)也支持Pajares和理查森的说法，即教师的信仰在影响教学的性质方面发挥了至关重要的作用。在她的研究中，Johnson(1992)研究了非母语英语学习者在读写教学过程中所定义的、关于第二语言学习的理论信念和教学和教学实践之间的关系。三个任务，例如一个理想的教学协议、一个课程计划分析和一个信念清单，用来确定ESL教师的信念在基于技能的、基于规则的和基于功能的方向上反映了多少。在Johnson的研究中发现，ESL教师的定义信念与他们的理论取向是一致的，而不同的理论取向的教师对ESL学生的教学也有很大的不同。因此，她的研究得出结论，教师根据学生对学习和教学的信念，有不同的教学方法、教材选择和师生形象。例如，一位以功能为基础的教师，主要以理解为主的思想为中心，以阅读前阅读的模式和阅读后的问题为例，并在她的教学中进行日常的阅读活动。
奥克兰assignment代写:教学实践中的信念
Beliefs are manifested in teaching practices because teachers' instruction tends to reflect their beliefs. Pajares (1992) and Richardson (1996) investigated the relationship between teachers' beliefs and their teaching practices, concluding that teachers' beliefs were reflected in their actions, decisions and classroom practices. Kagan (1992a) also supported Pajares and Richardson's claim that teachers' beliefs served as a vital role in influencing the nature of the instruction.In her study, Johnson (1992) examined the relationship between ESL teachers' defined, theoretical beliefs about second language learning as well as teaching and instructional practices during literacy instruction for non-native speakers of English. Three tasks, such as an ideal instructional protocol, a lesson plan analysis, and a beliefs inventory were used to determine how much ESL teachers' beliefs were reflected in skill-based, rule-based, and function-based orientations. The findings in Johnson's study showed that ESL teachers' defined beliefs were congruent with their theoretical orientations, and teachers with different theoretical orientations gave quite different instruction for ESL students. Therefore, her study concluded that overall, teachers had different teaching approaches, selections of teaching materials, and images of teachers and students according to their beliefs about learning and teaching. For example, a teacher whose dominant theoretical orientation was function-based focused generally on comprehending the main idea, following a pattern of pre-reading as well as post-reading questions, and discussion as usual reading activities in her instruction.

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