高中英语教师创设课堂环境的信念与教学行为关系个案研究

发布时间：2018-04-13 13:42

本文选题：教师信念 + 教学行为　；参考：《重庆师范大学》2017年硕士论文

【摘要】：《普通高中英语新课程标准》(教育部2003)理念倡导,高中英语教师要特别关注学生的情感,创设各种合作学习活动,发展合作精神,建立融洽的师生交流渠道,努力营造宽松、民主、和谐的课堂环境。由此可见,教师在创设良好的课堂环境中有着举足轻重的作用,另一方面,已有研究表明教师信念影响着教师教学过程中的行为决策。因此,更好地了解高中英语教师创设良好课堂环境的信念和教学行为相当必要,这不仅有助于改进课堂环境,还能有效地促进教师专业发展。本文采用问卷调查和个案研究相结合的方法,对高中英语教师创设课堂环境的信念和行为关系进行分析,主要解决了以下三个问题:(1)高中英语教师对创设良好课堂环境持有哪些教师信念?(2)高中英语教师创设良好课堂环境的信念和教学行为之间是什么关系?(3)影响二者关系的因素是什么?问卷调查的相关资料来源于四川省内江市资中县第二中学27名高中英语教师,问卷数据通过SPSS 19.0进行分析。个案研究以其中3位教师为对象,通过对教师进行课前半结构式访谈,课堂观察和课后刺激回忆访谈,及对3位教师所教的6名学生进行访谈来收集资料。研究结果表明高中英语教师充分肯定了创设良好的课堂环境在英语教学中的重要地位,都赞同教师应当给予学生充分的学习支持,建立融洽的师生、同伴关系,明确英语学习目标,增强学生英语学习动机,提供更多合作学习机会,鼓励学生积极参与,互动交流,使课堂环境宽松、和谐、民主而有序。当前高中英语教师创设良好课堂环境的信念指导其教学行为,教学行为也能通过教师反思影响教师信念,教师信念和教学行为相互作用,相互影响。英语教师创设良好课堂环境的信念和行为具有部分的一致性,但由于学生水平、考试压力、同事教学理念等外部因素,以及教师对学生需要缺乏重视、缺乏深入的教学反思、缺乏语言学理论和英语教学理论的指导等教师自身内部因素的影响,两者之间也有较大差异,英语教师在实际教学中无法完全践行自己的信念。基于以上发现,本文提出以下两条建议:(1)教育管理部门应该加强教师教育培训,帮助英语教师更新语言学理论和英语教学方法,深入理解课标理念;(2)英语教师应该主动进行教师信念和教学行为反思,总结经验教训,以学生为本,关注学生需求,创造性地将语言学理论和英语教学方法与实际情况相结合,努力使教师信念和教学行为保持一致。
[Abstract]:The idea of "New English Curriculum Standards for Senior High School" (Ministry of Education 2003) advocates that high school English teachers should pay special attention to students' feelings, create various cooperative learning activities, develop the spirit of cooperation, establish harmonious channels of communication between teachers and students, and strive to create a relaxed environment.Democracy, harmonious classroom environment.It can be seen that teachers play an important role in creating a good classroom environment. On the other hand, some studies have shown that teachers' beliefs affect teachers' behavior decisions in the process of teaching.Therefore, it is necessary to better understand the beliefs and teaching behaviors of high school English teachers to create a good classroom environment, which can not only help to improve the classroom environment, but also effectively promote the professional development of teachers.This paper analyzes the relationship between beliefs and behaviors of high school English teachers in creating classroom environment by means of questionnaires and case studies.It mainly solves the following three questions: 1) which teachers' beliefs about creating a good classroom environment are held by senior high school English teachers? (2) what is the relationship between the beliefs and teaching behaviors of high school English teachers in creating good classroom environments?What are the factors of the relationship?The questionnaire data were collected from 27 English teachers in the second middle school of Zizhong County, Neijiang City, Sichuan Province. The questionnaire data were analyzed by SPSS 19.0.The case study took 3 teachers as the objects and collected the data by conducting pre-class semi-structured interviews, classroom observation and after-class stimulative recall interviews, and interviews with 6 students who were taught by three teachers.The results show that high school English teachers fully affirm the importance of creating a good classroom environment in English teaching, and agree that teachers should provide students with adequate learning support and establish a harmonious teacher-student and peer relationship.Clear English learning goals, enhance students' motivation to learn English, provide more cooperative learning opportunities, encourage students to participate actively, interact with each other, make the classroom environment relaxed, harmonious, democratic and orderly.At present, high school English teachers create a good classroom environment to guide their teaching behavior, teaching behavior can also influence teachers' beliefs through reflection, teachers' beliefs and teaching behavior interact and affect each other.The beliefs and behaviors of English teachers in creating a good classroom environment are partially consistent. However, due to the external factors such as student level, examination pressure, colleagues' teaching concept and so on, teachers lack of attention to students' needs and lack of in-depth teaching reflection.Due to the lack of linguistic theory and the guidance of English teaching theory, there is also a great difference between the teachers' internal factors, and English teachers are unable to fully practice their own beliefs in practical teaching.Based on the above findings, this paper puts forward the following two suggestions: (1) the Education Administration should strengthen teacher education and training to help English teachers update their linguistic theories and English teaching methods.(2) English teachers should take the initiative to reflect on teachers' beliefs and teaching behaviors, sum up experiences and lessons, focus on students' needs, and creatively combine linguistic theories and English teaching methods with practical situations.Try to align teachers' beliefs with their teaching behavior.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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