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中学英语教师学习共同体建立中的障碍及其策略研究--对赣州两所中学英语教师的调查

Abstract第3页
摘要第4-7页
Chapter One Introduction第7-13页
    1.1 Background of the Research第7-9页
        1.1.1 The development of a learning society第7-8页
        1.1.2 The propulsion of the movement of teachers’ professionalization第8-9页
        1.1.3 Teachers’ own needs第9页
    1.2 Aim and Significance of the Study第9-11页
        1.2.1 Aim of the study第9-10页
        1.2.2 Significance of the study第10-11页
    1.3 Research Questions第11页
    1.4 The Layout of the Thesis第11-13页
Chapter Two Literature Review第13-19页
    2.1 Some Relevant Definitions第13-14页
        2.1.1 Teachers’ professional learning community第13页
        2.1.2 English teachers’ professional development第13-14页
    2.2 Literature Review on Teachers’ Learning Community第14-17页
        2.2.1 Relevant research abroad第14-15页
        2.2.2 Related research at Home第15-17页
    2.3 Literature Review On Teachers’ Professional Development第17-19页
Chapter Three Theoretical Foundations第19-24页
    3.1 Social Constructivism Theory第19-20页
    3.2 Group Dynamic Theory第20-21页
    3.3 Cooperative Learning Theory第21-24页
Chapter Four Methodology第24-28页
    4.1 Subjects第24页
    4.2 Objectives第24页
    4.3 Instruments第24-26页
        4.3.1 Documentary analysis第25页
        4.3.2 Questionnaire第25-26页
        4.3.3 Interview第26页
    4.4 The Procedure第26-28页
Chapter Five Data Collection and Analysis第28-55页
    5.1 The Results of the Questionnaire第28-36页
        5.1.1 The general information of the subjects第28-29页
        5.1.2 Routines of the learning community第29-32页
        5.1.3 The subjects’ cognitive attitudes towards the learning community第32-36页
    5.2 Results of the Interview第36-38页
    5.3 The Obstacles Found in the Data Analysis第38-44页
        5.3.1 English teachers’ cognitive attitude第38-41页
        5.3.2 Other obstacles第41-44页
    5.4 Discussion on Strategies of the Construction of Teachers’ Learning Community第44-55页
        5.4.1 Headmasters’ support第45-49页
        5.4.2 Teachers’ various abilities to be improved第49-51页
        5.4.3 Teachers’ sense of empowerment第51-52页
        5.4.4 Teachers’ communicative culture to be established第52-55页
Chapter Six Conclusion第55-58页
    6.1 Epilogue第55-56页
    6.2 Limitations第56页
    6.3 Suggestions for Further Research第56-58页
Appendix I第58-63页
Appendix II第63-64页
References第64-67页
Acknowledgment第67页

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