探究我国高中英语教师在语法教学中的微课运用

发布时间：2018-04-10 12:28

本文选题：高中英语语法教学 + 微课　；参考：《上海外国语大学》2017年硕士论文

【摘要】：本研究旨在探索高中英语教师在语法教学中对微课的运用以及他们的教学理念。研究采用质性研究的方法,通过获取视频和文本、观察、焦点小组访谈和个人深度访谈收集数据。研究对象由目的性抽样选出,为五位来自我国某中部省份的高中英语教师,数据呈现中则根据工作单位将他们分为三个案例。他们分享了自己运用语法微课的教学实践以及该过程中的影响因素。通过对所得数据进行分析,本研究发现:(1)在教育部门与学校的支持下,一些高中英语教师开始在语法教学中使用微课。他们所制作的语法微课为时长几分钟的短视频,针对重难点语法知识进行系统的讲解,适合学生自学。这类微课可见于翻转课堂、在线平台和教学比赛中。翻转课堂能够提高学生在学习中的自主性与参与性,尤其受到教师的欢迎。然而,微课在高中英语语法教学中的应用仍处于初级阶段,许多方面仍待提高。(2)教师运用微课进行教学的实践主要受教育环境、教学环境及教师个人三方面的影响。其中教育因素包括高考、信息化教学和课程标准;教学因素包括学校的支持和推进以及各校的具体环境和情况;教师个人因素包括教师关于微课、翻转课堂、自主学习等的理念,个人的好奇心、兴趣及提高教学水平的意愿,时间、精力和经验等。本研究具有理论和教学方面的双重意义。一方面,它在研究方法上有所创新,在英语教学中的微课运用及教师认知方面有所发现,并且建立了可供后续研究参考的理论框架。另一方面,它说明教育部门、学校和教师需发挥各自作用,以共同努力促进微课在英语教学中得到更好的运用。
[Abstract]:The purpose of this study is to explore the use of micro-lessons and their teaching ideas in grammar teaching by English teachers in senior high schools.Qualitative research was used to collect data from video and text, observation, focus group interviews and personal in-depth interviews.Five senior high school English teachers from a central province of China were selected by purposeful sampling. In the data presentation, they were divided into three cases according to their work units.They shared their teaching practice of using grammar micro-class and the influencing factors in the process.Through the analysis of the data obtained, this study finds that under the support of education departments and schools, some senior English teachers begin to use micro-lessons in grammar teaching.The grammar microcourse they made is a short video for a few minutes. It is suitable for students to learn grammar by themselves.These micro-classes can be found in flipping classes, online platforms and teaching competitions.Flipping classroom can improve students' autonomy and participation in learning, especially welcomed by teachers.However, the application of micro-class in English grammar teaching in senior high school is still in the primary stage, and many aspects still need to be improved.Among them, educational factors include college entrance examination, information teaching and curriculum standards; teaching factors include support and promotion of schools and the specific environment and conditions of each school; personal factors of teachers include teachers about micro-classes, flipping over the classroom,The idea of autonomous learning, personal curiosity, interest, and willingness, time, energy, and experience to improve teaching.This research has the dual meaning of theory and teaching.On the one hand, it has some innovations in research methods, some discoveries in the application of micro-lessons and teachers' cognition in English teaching, and establishes a theoretical framework for further research.On the other hand, it shows that the education sector, schools and teachers need to play their respective roles in order to work together to promote the better use of micro-lessons in English teaching.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41;G434

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