初中英语教师在课堂教学中的中介作用研究

发布时间：2018-03-17 23:33

本文选题：初中英语教师　切入点：中介理论　出处：《广西师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着社会互动学习理论在中国的传播和教育改革的推进,越来越多的教育工作者开始产生思想上的转变。他们逐步意识到教师角色需要由传统的知识传授者和灌输者转变为意义建构的帮助者和促进者。“中介作用”(mediation)是社会互动理论中的一个重要概念。以色列心理学家费厄斯坦提出的12种中介特征,为教师发挥中介作用提出具体的理论框架。在英语课堂教学实践中,教师要让学生作为课堂活动的主体,积极创设各种情境,因此充分发挥教师中介者的作用在学生英语学习过程中显得尤为重要。本文所要研究的问题是:1、师生对教师中介作用重要性的理解情况如何?2、师生对教师中介作用的实践情况评价如何?3、教师在课堂中的中介作用使用情况如何?此次研究以费厄斯坦的中介理论为基础,以包括问卷、访谈和课堂观察在内的三角验证法为研究方法,进行初中英语教师和学生对教师中介作用认识情况和实际课堂中中介作用的实施情况的调查。本次问卷的调查对象是南宁市三所中学的33名教师和187名学生。此次调查问卷的结果显示:1、教师认为重要性和长远意义等这些中介特点非常重要,而共享和归属感不太重要。2、学生认为胜任感、有效进行学习策略和共享这些中介特点非常重要,而长远意义和监控自身的变化不太重要。3、教师的表现和学生的期望在胜任感,有效进行学习策略和共享上存在较大差别。为了进一步验证中介作用理论在课堂教学中是如何体现的,课堂观察被应用于研究中,目的在于研究英语教师在课堂教学中的中介作用发挥情况。调查问卷及课堂观察的结果表明初中英语教师和学生都已经初步意识到了英语教学中教师中介作用的重要性,而且部分教师都就其认为重要的方面发挥其中介作用。但是教师在发展学生自主学习能力及培养学生学习自信心和学习策略等方面的中介作用仍缺乏足够的认识。因此本文对初中英语教师提出以下几点建议:1、提供足够的支持与鼓励,建立学生的学习胜任感。2、加强师生、生生间的互动合作,鼓励学生在课堂上勇于发表自己的观点,培养学生合作学习的能力。3、平等对待每一位学生,树立学生的集体归属感。4、有意识地培养适合学生的自主学习策略,提高学生的学习主动性。5、培养学生确立学习目标的能力。
[Abstract]:With the spread of social interactive learning theory in China and the promotion of educational reform, More and more educators are beginning to make ideological changes. They gradually realize that the role of teachers needs to be changed from traditional knowledge imdisseminators and indoctrinators to help and promote the construction of meaning. One of the most important concepts in the theory of interaction. 12 kinds of intermediary characteristics proposed by Israeli psychologist Feinstein. In the practice of English classroom teaching, teachers should let students as the main body of classroom activities and actively create various situations. Therefore, it is particularly important to give full play to the role of teacher mediator in the process of students' English learning. What is the understanding of teachers and students on the importance of teacher intermediary? 2. What is the practical evaluation of teachers and students' mediating role? 3. What is the use of teachers' intermediary role in the classroom? Based on Feinstein's theory of intermediation, this study is based on triangular validation, including questionnaires, interviews and classroom observations. A survey was conducted between English teachers and students in junior high school on the understanding of the role of teacher intermediary and the implementation of the role of intermediary in the classroom. The subjects of the questionnaire were 33 teachers and 187 students in three middle schools in Nanning. The results of the questionnaire show that the teacher thinks that these intermediary characteristics, such as importance and long-term significance, are very important. But the sense of sharing and belonging is not very important. The students think that competence, effective learning strategies and sharing these intermediary characteristics are very important, while long-term significance and monitoring of their own changes are not too important, teachers' performance and students' expectations are in the sense of competence. There are great differences in effective learning strategies and sharing. In order to further verify how the theory of intermediation is embodied in classroom teaching, classroom observation is applied to the study. The purpose of this paper is to study the intermediary role of English teachers in classroom teaching. The results of questionnaire and classroom observation show that both English teachers and students in junior high school have realized the importance of teacher mediation in English teaching. Moreover, some teachers play an intermediary role in what they consider important. However, teachers still lack sufficient understanding of the intermediary role of teachers in developing students' autonomous learning ability and cultivating students' learning self-confidence and learning strategies. Therefore, this paper puts forward the following suggestions to the junior high school English teachers: 1, to provide adequate support and encouragement, To establish students' learning competence, strengthen the interaction and cooperation between teachers and students, encourage students to express their views in class, cultivate students' ability of cooperative learning, and treat every student equally, Set up students' collective sense of belonging. 4, consciously cultivate suitable autonomous learning strategies for students, improve students' learning initiative .5. cultivate students' ability to establish learning goals.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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