高中英语阅读教学中教师中介作用的调查研究
发布时间：2018-09-04 08:34
【摘要】：阅读是提高学生综合语言运用能力的主要途径。阅读教学是激活释放师生潜在活力,充分发挥其智慧的平台。学生的阅读认知不能没有教师的中介作用。教师作为教学活动的引导者,在学生知识建构,人生观,价值观方面有着至关重要的作用。教师中介作用理论,因为可以帮助广大英语教师透过复杂的表象认识到外语教学的基本任务,已经得到越来越多的重视。但大部分的研究对象局限于大学、高职院校教师与学生,针对中小学教师和学生的研究相对较少。本论文将对高中英语阅读教学中教师的中介作用进行调查研究,主要目的是调查高中英语教师对阅读教学中教师中介作用的了解程度,教师中介作用在课堂中的实施情况以及学生对于教师中介作用的看法。本论文采用调查问卷和访谈两种研究方法。选取山东师范大学附属中学(本部校区)高一年级的165名学生和12名英语任课老师作为调查对象。笔者收集和整理相关数据后,应用SPSS 20.0软件对数据进行了分析。分析结果表明：英语教师都认识到了中介作用的重要性,并运用到了高中英语阅读教学中。教师在“让学生明白意图”、“行为自控”和“相信积极的结果”这三个中介要素的看法和做法上取得了高度一致,得到了学生的支持和好评,满足了学生的学习需求和期望,很好地发挥了中介作用。虽然教师在“超越目前的目的”、“个性”和“归属感”这三个中介要素的做法还有所欠缺,但整体来看,教师的看法和做法基本一致,值得肯定。除“归属感”之外,大部分学生都认为教师的中介作用很重要,希望教师发挥真正的中介作用。访谈结果发现：学生的感受跟问卷结果保持了高度一致。同时,通过访谈结果笔者了解到教师的真实教学处境和问题,这为探索教师的看法和做法之间差距的原因提供了帮助。通过大量的调查与访谈,笔者就如何在高中英语阅读教学中有效发挥教师中介作用提出了以下几点启示：第一,教师要做好读前“提示”和读后“提升”活动,进一步激发学生的学习动机；第二,教师要帮助学生树立信心并对学生的表现及时反馈,让学生有“胜任感”；第三,教师要在阅读中“创造挑战”,发展学生的“个性”；第四,教师要组织小组合作学习,注重培养学习者的合作性；最后,教师要使学习者有“归属感”,促进学生的社会发展。
[Abstract]:Reading is the main way to improve students' comprehensive language use ability. Reading teaching is a platform to activate and release the potential vitality of teachers and students and to give full play to their wisdom. Students' reading cognition can not be without the intermediary role of teachers. As the guide of teaching activities, teachers play an important role in students' knowledge construction, outlook on life and values. The theory of teacher intermediation has been paid more and more attention because it can help English teachers to realize the basic task of foreign language teaching through complex representation. However, most of the research objects are limited to universities, teachers and students in higher vocational colleges, and less research on teachers and students in primary and secondary schools. The purpose of this thesis is to investigate the teachers' mediating role in reading teaching in senior high school. The main purpose of this thesis is to investigate the understanding of teachers' intermediary role in reading teaching in senior high school. The implementation of teacher intermediary in classroom and students' views on teacher mediation. This thesis adopts two kinds of research methods: questionnaire and interview. A total of 165 students and 12 English teachers in the first year of Senior one in the affiliated Middle School of Shandong normal University were selected as the subjects. After collecting and arranging the relevant data, the author analyzed the data with SPSS 20.0 software. The results show that English teachers realize the importance of intermediary and apply it to English reading teaching in senior high school. Teachers have achieved a high degree of consistency in the views and practices of the three intermediate elements of "making students understand their intentions", "self-control of behavior" and "believing in positive results", and have been supported and praised by students, thus satisfying students' learning needs and expectations. Play a good intermediary role. Although the teachers' practice of "surpassing the present purpose", "individuality" and "sense of belonging" is still lacking, the teachers' views and practices are basically consistent and worthy of recognition. In addition to the sense of belonging, most students think that the teacher's intermediary role is very important, and hope the teacher to play a real intermediary role. The results of the interview showed that the students' feelings were highly consistent with the results of the questionnaire. At the same time, the author finds out the teachers' real teaching situation and problems through the interview results, which helps to explore the reasons for the gap between teachers' views and practices. Through a large number of investigations and interviews, the author puts forward the following enlightenments: first, teachers should do well in the activities of "prompt" before reading and "promote" after reading on how to effectively play the role of teacher as intermediary in English reading teaching in senior high school. Second, teachers should help students build up confidence and timely feedback on students' performance so that students have a sense of competence; third, teachers should "create challenges" in reading and develop students'"personality". Fourth, teachers should organize cooperative study in groups, pay attention to cultivating learners' cooperation, and finally, teachers should make learners have a sense of belonging and promote students' social development.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2221564
[Abstract]:Reading is the main way to improve students' comprehensive language use ability. Reading teaching is a platform to activate and release the potential vitality of teachers and students and to give full play to their wisdom. Students' reading cognition can not be without the intermediary role of teachers. As the guide of teaching activities, teachers play an important role in students' knowledge construction, outlook on life and values. The theory of teacher intermediation has been paid more and more attention because it can help English teachers to realize the basic task of foreign language teaching through complex representation. However, most of the research objects are limited to universities, teachers and students in higher vocational colleges, and less research on teachers and students in primary and secondary schools. The purpose of this thesis is to investigate the teachers' mediating role in reading teaching in senior high school. The main purpose of this thesis is to investigate the understanding of teachers' intermediary role in reading teaching in senior high school. The implementation of teacher intermediary in classroom and students' views on teacher mediation. This thesis adopts two kinds of research methods: questionnaire and interview. A total of 165 students and 12 English teachers in the first year of Senior one in the affiliated Middle School of Shandong normal University were selected as the subjects. After collecting and arranging the relevant data, the author analyzed the data with SPSS 20.0 software. The results show that English teachers realize the importance of intermediary and apply it to English reading teaching in senior high school. Teachers have achieved a high degree of consistency in the views and practices of the three intermediate elements of "making students understand their intentions", "self-control of behavior" and "believing in positive results", and have been supported and praised by students, thus satisfying students' learning needs and expectations. Play a good intermediary role. Although the teachers' practice of "surpassing the present purpose", "individuality" and "sense of belonging" is still lacking, the teachers' views and practices are basically consistent and worthy of recognition. In addition to the sense of belonging, most students think that the teacher's intermediary role is very important, and hope the teacher to play a real intermediary role. The results of the interview showed that the students' feelings were highly consistent with the results of the questionnaire. At the same time, the author finds out the teachers' real teaching situation and problems through the interview results, which helps to explore the reasons for the gap between teachers' views and practices. Through a large number of investigations and interviews, the author puts forward the following enlightenments: first, teachers should do well in the activities of "prompt" before reading and "promote" after reading on how to effectively play the role of teacher as intermediary in English reading teaching in senior high school. Second, teachers should help students build up confidence and timely feedback on students' performance so that students have a sense of competence; third, teachers should "create challenges" in reading and develop students'"personality". Fourth, teachers should organize cooperative study in groups, pay attention to cultivating learners' cooperation, and finally, teachers should make learners have a sense of belonging and promote students' social development.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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