专家型教师和新手教师的英语课堂师生互动的对比研究

发布时间：2018-05-16 01:14

本文选题：专家教师 + 新手教师　；参考：《山东师范大学》2017年硕士论文

【摘要】：随着英语新课改的不断推进,课堂教学关注的焦点也逐渐从以教师中心转变为以学生中心。因此,每位教师都应该适应社会发展,转变传统的教学观念,并改进教学行为。教学过程是一个动态发展的教与学相统一的过程,课堂实质上是师生之间相互交流互动的平台。通过教师与学生多方面的互动,教师和学生能够达到一个高效的互动水平。近些年来,越来越多的研究者开始关注教师专业发展,尤其是专家教师和新手教师课堂教学行为的对比研究。因此本论文旨在对比这两类教师在课堂中师生互动的异同之处,提出完善课堂师生互动有效性的策略,以期能够为改善教师课堂教学的行为提供有益参考,进而提升教师的教学水平,促进教师的专业化发展。本研究将教龄在20年以上,职称为高级教师同时获得省级以上优秀教师、学科带头人或特级教师称为专家型教师。将教龄在1—5年内的教师称为新手教师。互动教学是基于不同理论的基础而形成的,包括输入假说、输出假说、互动假说和交际性教学法等,这些研究大多是探讨在第二语言习得过程中,师生互动起到了怎样的效果,以及此师生互动的过程是如何影响和促进语言习得的过程的。本论文以笔者所实习的山东师范大学第二附属学校,九年级的初中英语课两位专家教师和两位新手教师为对象,通过文献分析、课堂观察、教学录像录音分析、访谈记录等方法对四位教师的课堂互动进行比较研究。本篇论文从多角度加以探讨和对比,主要研究了初中英语课堂教学互动中专家教师和新手教师互动的频率和时长、互动的类型、互动的课堂行为、互动的对象和内容的选择、互动策略使用的差异及其对学生学习的影响,最后根据研究结果,总结了不同类教师师生互动的共同点和相异之处,探析了存在这些差异的原因,并提出了一系列的教学建议。通过本次研究分析专家型教师和新手教师的课堂师生互动对比,笔者得出两类教师互动存在不同的原因包括:教师教学经验存在差异、教师工作热情存在差异、学生水平的差异、教学评价的差异。同时笔者根据这些对比和原因提出一些教学建议,来帮助提高教师的课堂互动效率,一些实施建议包括构建交往互动的课堂教学互动理念、开展实质性的师生互动、恰当将言语行为和非言语行为相结合、加强教师的培训,提升教师专业素质和人文素养。
[Abstract]:With the development of new English curriculum reform, the focus of classroom teaching has gradually changed from teacher-centered to student-centered. Therefore, every teacher should adapt to the social development, change the traditional teaching concept and improve the teaching behavior. Teaching process is a dynamic developing process of teaching and learning. Classroom is essentially a platform for teachers and students to communicate and interact with each other. Through the interaction between teachers and students, teachers and students can achieve an efficient level of interaction. In recent years, more and more researchers begin to pay attention to the professional development of teachers, especially the comparative study of classroom teaching behavior between expert teachers and novice teachers. Therefore, the purpose of this paper is to compare the similarities and differences between the two types of teachers in the classroom, and to put forward strategies to improve the effectiveness of the teacher-student interaction in the classroom, in order to provide a useful reference for the improvement of teachers' classroom teaching behavior. And then improve the teaching level of teachers, promote the professional development of teachers. In this study, the teaching experience is more than 20 years, the title of senior teacher is above the provincial level, and the subject leader or special teacher is called expert teacher. Teachers with a teaching age of 1-5 years are called novice teachers. Interactive teaching is based on different theories, including input hypothesis, output hypothesis, interaction hypothesis and communicative teaching method. And how this process of teacher-student interaction influences and promotes the process of language acquisition. This thesis takes the second affiliated school of Shandong normal University, two expert teachers and two novice teachers in Grade 9 junior middle school as the objects, through literature analysis, classroom observation, teaching video recording analysis. A comparative study of classroom interaction among four teachers was carried out by means of interview records. This paper discusses and compares the interaction in junior middle school English classroom teaching from various angles. It mainly studies the frequency and duration of interaction between expert teacher and novice teacher, the type of interaction, the interactive classroom behavior, the object and content of interaction. The differences in the use of interactive strategies and their effects on students' learning are analyzed. Finally, according to the results of the research, the similarities and differences between teachers and students of different types of teachers and students are summarized, the reasons for these differences are analyzed, and a series of teaching suggestions are put forward. Through the analysis of the classroom teacher-student interaction between expert teachers and novice teachers, the author finds out that there are different reasons for the two types of teachers' interaction, including: the difference of teachers' teaching experience, the difference of teachers' working enthusiasm, and the difference of teachers' working enthusiasm. The difference of students' level and the difference of teaching evaluation. At the same time, the author puts forward some teaching suggestions to help teachers improve the efficiency of classroom interaction according to the comparison and reasons. Some of the implementation suggestions include the construction of interactive concept of interactive classroom teaching and the development of substantive teacher-student interaction. Combine speech act with nonverbal act properly, strengthen teacher's training, improve teacher's professional quality and humanistic accomplishment.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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