Chapter 1 Introduction
1.1探讨背景
And teaching is also a very personal activity, and it is surprising that individual teachers bring to teaching very different beliefs and assumptions about what constitutes effective teaching. This theory can be seen in the classes by comparing different teachers' actions and behaviors. Even different teachers teaching the same class with the same textbook can have different actions and different behaviors. Some teachers follow the textbook closely, but some prefer their own teaching materials. Some teachers request their students to do well academically, but some don't do that. The differences exist among in-service English teachers, and also between in-service English teachers and pre-service English teachers. Traditionally, language teaching has been described in terms of what teachers do. In the process of teaching, teachers' performance is dependent on their teachers' beliefs; therefore,teachers' beliefs are worth exploring and analyzing in this thesis. Frequently, teachers make a number of decisions that affect the quality of instruction their students receive. These decisions are based on a number of factors: their training, teaching experiences, knowledge of the subject matter, information about students' needs, and the classroom structure, and go back to their own experience as language learners (Freeman, 1992, Stipek & Byler, 1997, wesrman,1991). The integration of these elements serves as the foundation for teachers' beliefs about how students learn and their roles in teaching process. 还有教学也是一个非常个人的活动,它是惊人的,个别教师教学带来非常不同的信念和假设对于什么是有效的教学。这个理论可以看到类通过比较不同教师的动作和行为。甚至不同的教师教学相同的类相同的课本可以有不同的行为和不同的行为。一些教师按照教材密切,但一些更喜欢他们自己的教学材料。一些老师要求他们的学生在学习上取得很好的成绩,但是一些不这样做。异同存在于在职英语教师和英语教师之间也在职职前英语教师,。传统上,语言教学已经被描述的条件和老师做的。在教学过程中,教师的性能依赖于他们的教师信念;因此,教师信念值得探究和略论本文。频繁,教师做出很多决定,作用教学质量的学生接受。这些决策是基于很多因素的:他们的训练、教学经验、知识的主题,学生的需求信息,课堂结构,回到他们自己的经验作为语言学习者(Freeman,1992,,1997,斯蒂佩克& Byler wesrman,1991)。集成这些元素作为基础教师信念的学生学习如何和他们的角色在教学过程。
|
