小学英语新手教师与专家教师的课堂非言语行为比较研究

发布时间：2025-03-20 04:16

　　本研究主要针对小学英语新手教师和专家教师的课堂非言语行为进行对比分析。教师的课堂非言语行为,是指教师在课堂上借助自身身体以及身体以外的物体产生的服务于课堂教学的动作。如今,学者们注重改良和创新教师的教学方法以及教学技能来帮助教师提高教学质量,但对教师的非言语行为,特别是小学英语教师的课堂非言语行为的深入研究并不多见。本研究对比分析新手教学和专家教师的课堂非言语行为,不仅利于小学英语教师反思自身的课堂非言语行为使用现状并加以改进,也有利于新手教师实现自身的专业化发展。本文对以下问题进行了研究:(1)小学新手英语教师与专家教师之间的非言语行为的使用意识之间存在什么差异?(2)小学新手英语教师与专家教师之间的非言语行为的使用现状之间存在什么差异?(3)学生对英语教师的非言语行为有何看法?笔者从自己实习学校五年级的任课教师中选出了两位专家教师和两位新手教师,对他们进行访谈,对比分析两者的非言语行为的使用意识。此外,笔者对四位教师同一课时的教学进行了非参与性观察,对比分析新手教师和专家教师的课堂非言语行为的使用现状。最后,笔者从两位新手教师和两位专家教师中,各挑出一位教师所教授的共90名学生进行了...

【文章页数】：79 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Questions
    1.3 Research Significance
    1.4 Thesis Structure
Chapter Two Literature Review
    2.1 Teachers’ Nonverbal Behaviors
        2.1.1 Time Distribution
        2.1.2 Eye contact
        2.1.3 Facial Expression
        2.1.4 Gesture
        2.1.5 Walking Route
        2.1.6 Board-writing
    2.2 Novice Teachers & Expert Teachers
        2.2.1 Novice Teachers
        2.2.2 Expert Teachers
    2.3 Domestic and Foreign Research Review
        2.3.1 Foreign Research on Teacher’s Nonverbal Behaviors
            2.3.1.1 Foreign Research
            2.3.1.2 Empirical Research
        2.3.2 Domestic Research on Teachers’ Nonverbal Behaviors
            2.3.2.1 Theoretical Research
            2.3.2.2 Empirical Research
        2.3.3 Research on Novice Teachers’ and Expert Teachers’ Nonverbal Behaviors
Chapter Three Research Method and Design
    3.1 Research Method
        3.1.1 Documentary Method
        3.1.2 Interviewing Method
        3.1.3 Non-participatory Observation
        3.1.4 Questionnaire
    3.2 Research Design
        3.2.1 Research Subjects
        3.2.2 Data collection
Chapter Four Comparison and Analysis
    4.1 The Consciousness of Using Nonverbal Behaviors
        4.1.1 The Holistic View
        4.1.2 Time Distribution
        4.1.3 Eye contact
        4.1.4 Facial Expression
        4.1.5 Gesture
        4.1.6 Walking Route
        4.1.7 Board-writing
    4.2 Usage of Nonverbal Behaviors
        4.2.1 Time Distribution
        4.2.2 Eye Contact
        4.2.3 Facial Expression
        4.2.4 Gesture
        4.2.5 Walking Route
        4.2.6 Board-writing
    4.3 Students’ Views on Teachers’ Nonverbal Behaviors
        4.3.1 Time Distribution
        4.3.2 Eye Contact
        4.3.3 Facial Expression
        4.3.4 Gesture
        4.3.5 Walking Route
        4.3.6 Board-writing
        4.3.7 Questionnaire Summary
    4.4 Analysis of the Reasons for the Differences
        4.4.1 The Reasons for the Difference of Time Distribution
        4.4.2 The Reasons for the Difference of Eye Contact
        4.4.3 The Reasons for the Difference of Walking Route
        4.4.4 The Reasons for the Difference of Board-writing
Chapter Five Conclusion and Suggestions
    5.1 Research Findings
    5.2 Suggestions for Novice English Teachers
    5.3 Limitations of the Study and Recommendations for SubsequentResearches
References
AppendixⅠ Interview
AppendixⅡ Observation ofTeachers’ Nonverbal Behaviors
AppendixⅢ Teaching Content
AppendixⅣ Students’Assessmentof Teachers’ Nonverbal Behaviors
Acknowledgments
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