高级语法课程的预设变量研究

发布时间：2018-05-27 21:49

  本文选题：以学生为中心的学习 + 语法教学　； 参考：《外语与外语教学》2017年04期

【摘要】：高阶语言能力的发展要求学生积极探索有效的个人语法思维和体系。为此目的,教师的课堂角色也要发生转变。本研究基于实证数据检验了某英语专业高级语法课程建设中的多个假设并探索了教师的权威地位等因素对于课堂测评的影响。问卷和课堂观察验证了教材、学习负荷、课堂管理等预设变量的合理性。教师的权威影响则通过一个学生互评和自评项目以及后续问卷,结合多测面Rasch模型和卡方分析等进行了深入探讨。研究清楚显示了教师的权威影响力,但也反映了学生的批判性思考和评估能力。本文展示了一个以学生为主体的课程建设案例,为高校自主学习和课堂教学与测评提供了经验和建议。
[Abstract]:The development of higher-order language competence requires students to actively explore effective personal grammatical thinking and systems. To this end, the teacher's classroom role must also change. Based on empirical data, this study examines several hypotheses in the construction of advanced grammar courses for an English major and explores the influence of teachers' authoritative status on classroom assessment. The questionnaire and classroom observation verify the rationality of the preset variables such as textbook, learning load and classroom management. The influence of teachers' authority is discussed through a student's mutual assessment, self-assessment and follow-up questionnaire, combined with multi-plane Rasch model and chi-square analysis. The research clearly shows the authoritative influence of teachers, but also reflects the critical thinking and evaluation ability of students. This paper presents a case of student-centered curriculum construction, which provides experience and suggestions for autonomous learning and classroom teaching and evaluation in colleges and universities.
【作者单位】： 华东师范大学外语学院;
【基金】：华东师范大学英语师范本科综合课程改革项目资助
【分类号】：H319.3
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本文编号：1943910