教师专业发展视角下的初中英语对话教学研究

发布时间：2018-04-27 09:39

本文选题：教师专业发展 + 教师专业发展视角　；参考：《广西师范大学》2015年硕士论文

【摘要】：“对话”一词由来已久,而“对话教学”真正为人们所了解是从我国实施新课程改革开始的。因对话教学的独特性与创新性,对话教学越来越受到人们的关注与青睐。而初中英语作为语言类学科,更加强调师生之间关系和谐与交流沟通的重要性,与对话教学相结合能让初中英语教学进发出更为绚烂的火花,使得学生完成英语知识学习的基础上,还能更好的培养自身的英语运用能力。但让人遗憾的是,我国目前关于初中英语对话教学的研究还比较少,这使得教师在开展初中英语对话教学活动的时候出现很多问题。如何解决初中英语对话教学活动的问题,从文献的梳理来看,初中学段的英语对话教学在初中英语对话教学的语用教学环节、问题与策略、教学的情境创设、对话教学中的教师话语等方面都有研究成果,但多从教学的角度进行研究。教师专业发展是教师成为良好教育专业工作者的专业成长过程,通过教师对教学理论的不断研究,能提高作为一名教育工作者应该具备的内在专业素养,有利于现实初中英语对话教学的开展,有利于解决初中英语对话教学活动中的现存问题,因此,本研究从教师专业发展的视角来探讨初中英语对话教学。笔者运用文献分析法、问卷调查法与课堂观察法对初中英语对话教学的实践情况进行研究分析,进而发现实际存在的问题并分析问题形成的原因,再从教师专业发展的角度来给予相应的优化策略,希望能切实地解决初中英语对话教学中所存在的问题,从而使之有更好的发展。本研究主要分为四个部分：第一部分：引言。阐述了问题提出的原因,国内外关于对话教学、英语对话教学的研究综述,本研究的目的以及意义,具体采用的研究方法以及核心概念。第二部分：审视当前初中英语对话教学存在的问题及原因。运用问卷调查法、课堂观察法来寻找初中英语对话教学所存在的问题,例如教师过于注重生成性目标,忽视了对话教学的基本教学目标、教师刻意追求对话,课堂缺乏深刻、精彩的讲授等,并且对这些问题的存在原因进行分析。第三部分：呼吁教师专业发展视角下的初中英语对话教学。通过对皮亚杰的建构主义理论、哈贝马斯的交往行为理论、马丁·布伯的对话哲学理论、语言学理论以及教师专业发展阶段性理论等的深入梳理与分析,寻求教师专业发展与初中英语对话教学的内在联系,明确教师专业发展视角下的初中英语对话教学的内涵、基本特征以及教师专业发展视角下的初中英语对话教学的意义。第四部分：建构教师专业发展视角下初中英语对话教学的优化策略。从教师专业发展的视角来研究具体的初中英语对话教学优化策略,通过加强教师关于初中英语对话教学理论学习、加强实践锻炼、提高初中英语教师开展对话教学的能力、提升初中英语教师对话素养等方式促进初中英语对话教学发展。
[Abstract]:The word "dialogue" has a long history, and "dialogue teaching" is really understood by people is starting from the implementation of the new curriculum reform in China. The dialogue teaching is becoming more and more popular because of the uniqueness and innovation of dialogue teaching. As a language subject, junior English is more emphasis on the harmonious relationship and communication between teachers and students. The importance of combining with the dialogue teaching can make the junior middle school English teaching more brilliant sparks, making the students complete their English knowledge learning, but also can better cultivate their own ability to use English. However, it is regrettable that there are few studies on English Teaching in junior high school at present, which makes the teachers open. There are many problems in the English dialogue teaching activities in junior high school. How to solve the problems of junior middle school English dialogue teaching activities, from the literature review, the English dialogue teaching in junior middle school is in the pragmatic teaching link of junior middle school English dialogue teaching, problems and strategies, teaching situation creation, dialogue teaching teacher discourse and so on. The development of teachers' professional development is the professional growth process for teachers to become good education professionals. Through the continuous study of teachers' theory of teaching, the teachers' professional development can improve the internal professional cultivation as an educator, which is beneficial to the development of dialogue teaching in junior middle school English. It is beneficial to solve the existing problems in English dialogue teaching activities in junior middle school. Therefore, this study explores English dialogue teaching in junior high school from the perspective of teachers' professional development. The author uses literature analysis method, questionnaire survey method and classroom observation method to study the practice situation of English dialogue teaching in Junior middle school, and then find the actual existence of the question. The paper also analyzes the reasons for the formation of the problem, and then gives the corresponding optimization strategies from the perspective of teachers' professional development, hoping to effectively solve the problems existing in the middle school English dialogue teaching and thus make it better. This study is divided into four parts: Part One: introduction. The reasons for the problems raised, domestic and foreign, are expounded. A review of dialogue teaching, the research of English dialogue teaching, the purpose and significance of this study, the specific method of research and the core concepts. The second part is to examine the problems and reasons of the present English dialogue teaching in junior middle school. For example, teachers pay too much attention to generative goals, ignore the basic teaching objectives of dialogue teaching, teachers pursue dialogue, lack of profound teaching, excellent teaching and so on, and analyze the reasons for the existence of these problems. The third part: call on the teacher professional development perspective of junior middle school English dialogue teaching. Through the construction of Piaget's master The theory of righteousness, Habermas's theory of communicative action, Martin Bubb's dialogic philosophy, linguistic theory and the stage theory of teacher professional development are thoroughly combed and analyzed, and the inner connection between teachers' professional development and junior English dialogue teaching is sought, and the connotation of English dialogue teaching in junior middle school is clearly defined from the perspective of teachers' professional development. The basic characteristics and the significance of Junior English dialogue teaching from the perspective of teachers' professional development. The fourth part: to construct the optimization strategy of English dialogue teaching in junior middle school from the perspective of teacher professional development. Teaching theory, strengthening practice, improving the ability of junior middle school English teachers to carry out dialogue teaching, and promoting the dialogue accomplishment of junior middle school English teachers to promote the development of English dialogue teaching in junior middle school.

【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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