教师教学观和学生学习观对英语教和学的影响：初中英语教学个案研究

发布时间：2018-02-13 04:20

本文关键词： 教师的教学理念学生的学习理念英语教和学初中　出处：《贵州师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：以前的许多研究表明,教师的教学观念影响其教学行为。而学生的学习信念不同,其学习策略和结果也不同。这对英语的教和学产生着重大影响。基于前人研究结果和相关理论,本研究着力于探究在贵州省贵阳市一所郊区普通中学英语教学存在的现实问题。通过典型案例调查,对教师教学观念与学生学习观念的分析,探究各自所持观念对二者在行为和结果带来的影响,从而找到英语教学效果和教学质量不高的内在原因。由于地域的人文因素,该校英语教学在该地区其它学校相比,一直位于中等偏低水平,而在本省城郊和农村这类学校教学情况普遍存在,因此,具有一定的代表性。该案例的深入调查和分析结果为英语教师和英语教学研究及管理部门认识问题的提供了一定的启发,为改进教学现状采取必要措施提供相关的依据。因此,本研究目的是为了揭示英语教师和她的教学对象各自对英语学科的教学及学习观念在英语学习中的关系,探索学生的不同学习结果与教师和学生的观念有联系的原因。基于此研究目的,本文解决以下研究问题:(1)本研究对象中的两个班学生有什么样的英语学习观念?这些观念对他们的英语学习行为有什么影响?(2)本研究对象中的教师有什么样的英语教学理念?这些观念对她的英语教学决定和行动有什么影响?(3)在英语学习中,这位老师和这两个班学生的观念是否有什么交叉影响?这对教师的教学行为,学生的学习行为及学习成绩产生什么样的结果?本研究是个案研究,以定性分析为主,定量分析为辅。据通过问卷,访谈和观察记录及学生的成绩获得。研究对象包括90名八年级的两个班学生和该班英语老师。本研究的主要发现如下:(1)这两个班学生的学习观念不同,在其观念影响下的不同行为会带来不同的结果。在这两个班里,英语成绩较好的同学,他们有更强的学习动机和期望,与英语国家的心理文化距离较近,在英语的学习中倾向于多练习,交流和使用英语,与其老师的教学观念教接近,对英语的学习较自信。而英语成绩较差的同学,他们对英语学习的动机较弱,对英语学习期望不高,与其老师的教学观念分歧较大,在英语的学习中遇到困难,容易放弃学英语。(2)应试观念是该老师教学的主导思想。其教学决策对学生的学习产生重大的负面影响。她的种种教学决策都是围绕考试,而不管学生的实际水平和反思教学。学生在她的教学影响下,也将考试作为为学习目的。而当学生考试成绩不好,受到教师批评时,他们也因此失去学习信心。(3)在英语的教学和学习中,教师与学生观念有着交叉影响。学生的英语学习信念影响他们的学习行为。而他们的学习行为影响着老师的教学态度。相反,老师的教学态度影响其教学行为,其教学行为影响着学生的学习信念。但老师的观念占主导地位。因此,要转变英语成绩较差的学生的学习观念和行为,老师首先要转变自己的观念和行为。在该老师所授的两个班中,八(3)班的学生与该老师观念一致的同学较多,老师的教学在他们班较多地实施。而在八(1)班,与该教师观念有分歧的学生较多且该老师的教学在他们班没有更好地达到效果,八(3)班的学生的平均成绩较八(1)班高。最后,本文提出了一些中学英语教学和学习的启示,以及对今后相关研究的建议等。
[Abstract]:Many previous studies show that the teaching concept of teachers affect their teaching behavior. But the students learning different beliefs, learning strategies and the results are different. The English teaching and learning have significant influence. The results of previous studies and related theories based on the practical problems, this thesis will focus on the existing in a suburb of Guizhou city in Guiyang Province ordinary middle school English teaching to explore. Through the typical case investigation and analysis of teachers' teaching ideas and learning concepts, explore their beliefs on the impact of the two brought in behavior and results, in order to find the inherent reasons of English teaching effect and teaching quality is not high. Due to human factors region, compared to English teaching the school in other schools in the area, has been located in the middle low level, and in the province in suburban and rural school teaching this kind of situation exists, therefore, is a representative of the case. The investigation and analysis of the results for English teachers and English teaching research and the knowledge management problem provides some inspiration, provide the basis for improving the teaching situation to take the necessary measures. Therefore, the purpose of this study is to reveal the English teachers and the teaching of the English like her teaching and learning in English learning in the relationship, exploring the relationship between different learning results of students and teachers and students' conceptions of reason. Based on this study, this paper addresses the following research questions: (1) two classes in the study that the students have what kind of idea of English learning? What are these ideas affect their English learning behavior? (2) the study that the teachers have what kind of English teaching idea? What are these ideas influence on her English teaching decisions and actions? (3) in learning English, the old What are the cross effect of teacher and students of the two classes of ideas? The teaching behavior of teachers, learning behavior and learning achievement of students to produce what kind of results? This research is a case study, based on qualitative analysis, supplemented by quantitative analysis. According to the questionnaire, interview and observation records and student achievement. The study included 90 patients in two classes of grade eight students and the class English teachers. The main findings are as follows: (1) the two classes of students' learning behavior in the different ideas, different ideas effect will bring different results. In the two class, English students with good results and they have a stronger learning motivation and expectations, and the English national psychological cultural distance, in English learning tend to practice more, exchange and use of English, and the teacher's teaching concept teaching of English learning to a British self-confidence. Language achievement of poor students, their motivation for learning English is weak, not high expectations for learning English, teaching ideas and teacher's larger differences, difficulties in learning English, to give up learning English. (2) the examination is the dominant idea of the concept of teacher's teaching. The teaching and learning have a significant negative impact the decision for students. All her teaching decision is all about the exam, but the actual level and reflective teaching. Whether the students students in her teaching under the influence, will also test as a learning objective. And when the test scores of students is not good, by the teacher criticism, they also lose confidence in learning (3). English teaching and learning, with teachers and students. The concept of cross influence students' English learning beliefs influence their learning behavior and learning behavior. They affect the teacher's teaching attitude. On the contrary, the teacher's teaching attitude The influence of teaching behavior, the teaching behavior affects students' learning beliefs. But the teacher's idea occupies the dominant position. Therefore, to change the English poor grades of students' attitudes and behavior, the teacher should first change their attitudes and behavior. In two classes the teacher taught in class eight (3) the students and the teacher is consistent with the concept of more students, the implementation of the teacher's teaching in their class more. And in eight (1) class, there are differences with the concept of teachers and students are the teachers in their class there is no better effect, eight (3) class average score is eight (1) class. Finally, this paper puts forward some teaching and learning implications, and recommendations for future research.

【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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