初中优秀英语教师复习课教学的个案研究

发布时间：2018-06-15 08:07

本文选题：复习课 + 个案研究　；参考：《扬州大学》2017年硕士论文

【摘要】：本研究旨在探究一位初中优秀英语教师所上的一节复习课。本研究的理论基础是系统论以及建构主义理论。本研究的意义在于三方面:探究这位优秀教师如何使复习课上得精彩;有助于丰富现有的复习课教学策略;为复习课教学提供可供参考的教学策略。本研究的研究问题如下:1.教师在复习课之前是怎样做准备的?2.教师在复习课上采用了哪些教学策略?3.教师在复习课后是怎样进行反思的?本研究的研究对象是来自一位来自南通市一所中学的优秀教师,她有着丰富的教学经验和先进的教育理念。进行本研究的研究工具为研究者本身,一份观察计划和一份访谈计划表。数据搜集包括观察和面对面访谈两个环节。研究者在课堂上进行了观察。访谈使用汉语并在教师的办公室里进行。在征得访谈对象的同意后,研究者对本次访谈进行了全程录音。访谈结束后,研究者对所有访谈内容进行转写和翻译。数据分析包括标码,分类和总结。本研究有三大发现:第一,在复习课之前,教师做了充足的准备,包括分析复习内容,制定复习目标以及制定教学计划。对于复习内容,教师从不同节日的庆祝方式和特殊疑问句两个方面进行了分析。基于分析,教师从三方面制定了教学目标,它们是:掌握重要的单词,有用的句子以及特殊疑问句的用法(知识与技能目标);灵活运用学到的单词、句子以及特殊疑问句自主进行语段的输出(过程与方法目标);能够形成对不同节日学习的兴趣由此提高复习的效率(情感态度与价值观目标)。接着,教师分别制定了从复习单词到复习句子以及从复习句子到复习文章这两个教学计划。第二,在复习课上,教师采用了四种复习策略:通过辐射法复习单词,通过连接单词复习句子,通过整合关键句子和语法复习课文,通过考试导向的练习进行巩固和拓展。对于每个复习策略,教师注重培养了学生的学习兴趣和自主性,注意到了复习内容的系统性以及考试的相关性。第三,在复习课后,教师对本节复习课的优缺点做了一个全面的反思。就本节课的优点而言,她通过进行单词游戏提高了学生的学习兴趣,通过展示思维导图构建了学生的知识系统,通过交互批改练习培养了学生的学习自主性。就本节课的缺点而言,她没有照顾到班级所有学生的课堂表现。本研究有三点不足:第一,教师认为本单元的重点是阅读和语法部分,因此她的教学侧重于这两部分的复习。然而并没有涉及例如学习技能和综合技能部分等其他的部分。因此,本研究得出的结论不能推及到单元内所有部分的复习。第二,复习策略的分类由研究者独自完成,因此难免带有一定的主观性。第三,研究者未对复习课课堂进行录音,因此不便于后期课堂转写。
[Abstract]:The purpose of this study is to explore a review class for an excellent English teacher in junior high school. The theoretical basis of this study is system theory and constructivism theory. The significance of this study lies in three aspects: to explore how the excellent teacher can make the review class wonderful; to enrich the existing teaching strategies of the review course; and to provide reference teaching strategies for the review lesson teaching. The research questions in this study are as follows: 1. How did the teacher prepare before recitation? What teaching strategies did the teacher adopt in the recitation class? How does the teacher reflect after the recitation? The object of this study is an excellent teacher from a middle school in Nantong. She has rich teaching experience and advanced educational ideas. The research tools for this study were the researchers themselves, an observation plan and an interview schedule. Data collection includes observation and face-to-face interview. The researchers observed in class. Interviews were conducted in Chinese and in the teacher's office. After obtaining the consent of the interviewee, the researcher recorded the interview. At the end of the interview, all the interviews were transposed and translated. Data analysis includes code, classification and summary. There are three main findings in this study: first, the teacher has made sufficient preparation before the recitation, including analyzing the review content, formulating the review goal and making the teaching plan. For the review, teachers from the celebration of different festivals and special questions two aspects of the analysis. On the basis of analysis, teachers set teaching objectives in three ways: mastering important words, useful sentences, and usage of special questions (knowledge and skill goals); flexible use of learned words; The output of sentences and special interrogative sentences is independent (process and method objective); interest in different festivals can be formed so as to improve the efficiency of revision (emotional attitude and value objective). Then, the teacher made two teaching plans, from reviewing words to reviewing sentences and from reviewing sentences to reviewing articles. Secondly, in the review class, teachers adopt four kinds of review strategies: reviewing words by radiation, reviewing sentences by connecting words, reviewing texts by integrating key sentences and grammar, and consolidating and expanding by exam-oriented exercises. For each review strategy, the teacher pays attention to cultivating students' interest and autonomy, and pays attention to the systematization of the review content and the relevance of the examination. Third, after the review class, the teacher made a comprehensive reflection on the merits and demerits of this review class. As far as the advantages of this class are concerned, she improves the students' interest in learning by playing word games, constructs the students' knowledge system by showing the mind map, and cultivates the students' learning autonomy through interactive correction exercises. As far as the shortcomings of this class are concerned, she does not take into account the classroom performance of all the students in the class. There are three shortcomings in this study: first, the teacher thinks that the focus of this unit is on reading and grammar, so her teaching focuses on the review of these two parts. However, other parts, such as learning skills and comprehensive skills, are not covered. Therefore, the conclusion of this study can not be extended to all parts of the unit review. Second, the classification of review strategies is done by researchers alone, so it is inevitable that there is subjectivity. Third, the researcher did not record the recitation class, so it is not convenient for the later class to transpose.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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