Science Teachers' Perception and Practice of Learner Centered Pedagogy: A Comparative Case Study of Junior Secondary Schools in China and Tanzania

摘要

在相当一段时间，学习者为中心的教学一直是全世界教育研究中讨论的话题。学习者为中心教学法把重点放在进行学习的学习者身上。也就是说，学习者有更多的机会，构建自己的知识而老师应该充当调解人。
　　本文将探讨，在中国和坦桑尼亚，教师知觉实践学习者为中心的教学在初中科学科（生物和化学）中的应用。这两个国家一直在实施学习者为中心的课程，倡导学生为中心的教学实践。
　　这项研究是样本来源于中国长春市和坦桑尼亚联合共和国姆万扎市的初中学校。四所中学样本来自两个城市，共96名科学教师。本研究采用定量和定性的设计。
　　结果表明，这两个国家的科学教师都采用学习者为中心的教学方法。但是坦桑尼亚正面临着许多挑战，如教学和学习设施不足，过多的课程内容，老师的过高工作负荷，大班级教学，教师培训不足，过于失望的教师。
　　最后，本研究为进一步的研究提出建议，以改善学习者为中心的教学实践在中国和坦桑尼亚的实施。

目录

声明

Abstract

摘要

Acknowledgements

Dedication

TABLE OF CONTENTS

Abbreviations

Chapter One：Introduction

1．1：Background of the study

1．2：Statement of the problem

1．3：Objectives of the study

1．4：Research Questions

1．5：Significance of the study

1．6：Definition of terms

1．7：Limitations of the study

Chapter Two：Literature review

Introduction

2．1．Theoretieal framework

2．1．1：Behaviorism as the theory of education；Overview

2．1．2：Behaviorists Belief

2．1．3：The Critique of Behaviorist ideas

2．2：Social Constructivism

2．2．1：social constructivlsts’ and their contribution to learner centered pedagogy

2．3：Learner Centered education

2．4：Learner Centered Pedagogy

2．4．1：Critique of Learner centered pedagogy

2．4．2：Learner Centered Pedagogy and its demands on Teachers’ Knowledge

2．5：Learner centered education in China

2．6：Learner Centered education in Tanzania

2．7：Science teaching in secondary schools in China

2．8：Science teaching in secondary schools in Tanzania

2．9：Synthesis of literature and knowledge gap

Chapter Three：Research methodology

Research design

3．1：Site of study

3．2：Population of the Study

3．3：Sample size

3．3．1：Sampling technique

3．4：Instrumentation and Administration

3．4．1：Interview

3．4．2：Questionnaire

3．5：Validity and reliability of instruments

3．6：Data Analysis

3．6．1：Quantitative data analysis

3．6．2：Qualitative data analysis

3．7：Ethical Issues and Considerations

Chapter Four：Results

Introduction

4．1：Quantitative data analysis

4．2：Qualitative data analysis

Chapter Five：Discussions and Conclusion

Introduction

5．1：Perception of science teachers about the practice of learner centered pedagogy in China and Tanzania

5．2：Difficulties and challenges encountered by science teachers in practicing learner centered pedagogy in China and Tanzania

5．2．1：School timetable

5．2．2：Teacher’s knowledge to practice learner centered pedagogy

5．2．3：Syllabus content

5．2．4：Assessment system

5．2．5：Class size

5．2．6：High teaching load

5．2．7：Scarcity of teaching and learning resources

5．2．8：Teachers’ willingness to practice learner centered pedagogy

5．2．9：Constructive changes observed since the adoption of learner centered curriculum

5．2．10：Summary

5．3：Suggestions for improvement of current practice of learner centered pedagogy

5．4：Recommendations for further studies

5．5：Conclusion

References

List of Appendices

English Questionnaire

Interview Questions

Chinese Questionnaire

访谈问题/Interview Questions

Clearance letter in English

Clearance letter in Chinese