ESL教师对使用交互式白板作为教工具的看法

发布时间：2020-12-03 04:13

　　交互式白板是一种大型可触摸交互式屏幕,与投影仪及内置(外置)电脑设备相连。屏幕实时展现投影内容,可使用点触的方式直接操作或输入指令,能够让学生全身心的沉浸到课堂教学之中。交互式白板的各项功能使其成为颇受教师欢迎的教辅工具,在教/学环节已拥有广泛的应用。但是目前为止,从教师角度分析这一工具优劣的定性研究寥寥无几。本文旨在探索教师对于交互式白板在南京中小学英语教学中应用的观点。同时希望通过展现交互式白板在教学过程的重要作用而对各地区中小学教学研究活动有所启发。我们将会涉及以下两个部分:第一部分是英语教师对于白板作为一种教学手段在课堂中出现的观点及其对学生英语技能,课堂参与与积极性的影响;第二部分探讨给予教师相应的白板使用培训的的重要性。文章主要围绕着ESL教师关于如何高效的使用交互式白板教授年轻学习者的观点以及这项技术对学生有怎样的影响和激励展开探讨。此外,我也将涉及ESL教师的个人经验和使用IWB的技能对于他们的教学风格和课堂管理的影响以及其对培训需求的认知。本文采取了定性研究的方法:其一是与三位英语教师进行了深度的访谈,他们分别来自南京地区不同的英语教学机构或者公立学校,都具有相当的白... 

【文章来源】：南京大学江苏省 211工程院校 985工程院校 教育部直属院校

【文章页数】：102 页

【学位级别】：硕士

【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
INTRODUCTION
CHAPTER ONE-LITERATURE REVIEW
    1.1 Introduction to CALL
        1.1.1 Definition of CALL
        1.1.2 The development of CALL from the pedagogical perspective
        1.1.3 Main features of CALL in language learning
    1.2 The use of IWB in CALL
        1.2.1 Definition of IWB
        1.2.2 The development of IWB use
        1.2.3 Main techniques and features of IWBs
    1.3 Benefits and drawbacks of IWB
        1.3.1 Impacts of IWB use on English language learning skills
        1.3.2 Drawbacks related to the use of IWB technology
    1.4 Review of related studies
        1.4.1 Introduction
        1.4.2 Studies abroad
        1.4.3 Domestic studies
    1.5 Summary
CHAPTER TWO-METHODOLOGY
    2.1 Introduction
    2.2 Research questions
    2.3 Participants
        2.3.1 Interview sample
        2.3.2 Classroom observation sample
    2.4 Instruments
        2.4.1 In-depth interview questions
        2.4.2 One-semester classroom observation
    2.5 Data collection
    2.6 Data analysis
        2.6.1 Interview data analysis
        2.6.2 Classroom observation data analysis
CHAPTER THREE-RESULTS AND DISCUSSION
    3.1 Introduction
    3.2 ESL teachers' perspective on the effectiveness of IWB as an instructional tool
        3.2.1 ESL teachers' perspective on IWB benefits in learning engagement
        3.2.2 Teachers' use of IWB for engaging and encouraging ESL learning
    3.3 Teachers' perspectives of the impact of personal experience of using IWB
        3.3.1 Difficulties they have encountered when using IWBs in ESL classrooms
        3.3.2 Teachers' perspective of the impact of teacher training
CHAPTER FOUR-CONCLUSIONS
    4.1 Major findings
    4.2 Implications of the study
        4.2.1 Implications for IWB as an instructional tool
        4.2.2. Implications for teachers using IWB—Pedagogical implications
    4.3 Limitations of the study
    4.4 Suggestions for future research
REFERENCES
APPENDICES
    6.1 Interview questions
    6.2 Interview content compiled
    6.3 Data analysis
    6.4 Classroom observation



本文编号：2895975