高中英语新手教师课堂教学行为调查研究

发布时间：2018-06-21 20:34

本文选题：高中英语课堂 + 新手教师　；参考：《山东师范大学》2017年硕士论文

【摘要】：课堂是我国高中生学习英语的主要场所,学生的学习效果直接受到课堂教学效果的影响,而影响英语课堂教学效果的直接因素之一是英语教师的课堂教学行为。新一轮基础教育课程改革的开展对英语教师的课堂教学行为提出了更高的要求。但由于新手教师刚刚迈入工作岗位,缺乏教学理念,教学经验不足,课堂教学行为存在许多问题。本研究通过调查与分析高中英语新手教师的课堂教学行为,了解了当前高中英语新手教师课堂教学行为的现状和存在的问题,目的在于帮助新手教师区分有效和无效教学行为,从而改进不利于学生成长和发展的教学行为,以提高教学效果,并促进新手教师的专业发展。本研究选取济钢高级中学5名教龄在3年以内的新手教师及5个班级的253名学生为研究对象,以建构主义理论和复杂适应系统理论为基础,运用课堂观察、调查问卷和访谈,从教师和学生两个角度对高中英语新手教师的课堂教学行为展开调查。研究过程中,共收集40节课的课堂观察记录,247份有效学生问卷和8份访谈记录。调查的目的在于回答以下三个问题:(1)高中英语新手教师有助于实现教学目标的教学行为有哪些?(2)高中英语新手教师的教学行为存在哪些问题?(3)影响高中英语新手教师教学行为的因素有哪些?研究发现,高中英语新手教师在导入行为、呈示行为(包括讲述、板书和多媒体使用)和对话行为(包括问答和讨论)方面的具体表现均有有效地一面,能够促进学生的学习。具体表现在:导入方式多样,导入灵活有效;讲述条理清晰、重点明确、简洁明了、难度适中;板书及时有效、规范清晰、层次分明;多媒体操作娴熟,水平较高;问题难度适中,表述具体清楚,能够及时有效地对学生的回答给予反馈和总结;讨论话题的设计符合学生水平且和教材内容紧密结合。同时,高中英语新手教师的教学行为又存在许多问题,主要表现在:导入行为未引起足够重视,导入时间过长;课堂以讲述为主;板书不美观、死板;课堂提问方式单一,以低层次问题为主;讨论流于形式等。影响新手教师课堂教学行为的因素包括学生情况、教师的教学理念与专业知识、工作负担、教学经验和教学能力。最后,针对当前高中英语新手教师课堂教学行为的基本状况,笔者提出了改进新手教师课堂教学行为的三点整体策略,包括:(1)加强教师专业培训,增强教师实践能力;(2)加强对学情的了解,提高教师自身专业发展的自主学习意识;(3)积极听课并实践,在反思中不断进步。同时,笔者提出了五点针对导入行为、呈示行为和对话行为中所出现的问题的具体实施策略。
[Abstract]:Classroom is the main place for senior high school students to learn English in our country. The students' learning effect is directly affected by the classroom teaching effect, and one of the direct factors affecting the English classroom teaching effect is the classroom teaching behavior of the English teachers. A new round of basic education curriculum reform has put forward higher requirements for English teachers' classroom teaching behavior. However, the novice teachers have just entered their jobs, lack of teaching concept, lack of teaching experience, and there are many problems in classroom teaching behavior. By investigating and analyzing the classroom teaching behaviors of novice English teachers in senior high school, the present situation and existing problems of classroom teaching behaviors of English novice teachers in senior high school are investigated and analyzed. The purpose of this study is to help novice teachers distinguish between effective and ineffective teaching behaviors. In order to improve the teaching behavior which is not conducive to the growth and development of students, to improve the teaching effect, and to promote the professional development of novice teachers. In this study, 5 novice teachers with less than 3 years of teaching age and 253 students in five classes in Jigang Senior Middle School were selected as the research objects. Based on constructivism theory and complex adaptive system theory, classroom observation, questionnaire and interview were used. This paper investigates the classroom teaching behavior of novice English teachers in senior high school from the perspectives of teachers and students. In the course of the study, 247 valid student questionnaires and 8 interview records were collected. The purpose of the survey is to answer the following three questions: 1) what are the teaching behaviors of novice English teachers in senior high school to help achieve their teaching goals? 2) what are the problems in the teaching behavior of novice English teachers in senior high school? What are the factors of teachers' teaching behavior? It is found that the concrete performance of novice English teachers in the aspects of introduction behavior, presentation behavior (including narration, blackboard writing and multimedia use) and dialogue behavior (including questions, answers and discussions) has an effective side, which can promote students' learning. The concrete manifestation is: the introduction way is diverse, the introduction is flexible and effective; the narration is clear, the emphases are clear, the succinct is clear, the difficulty is moderate; the blackboard is timely and effective, the standard is clear, the level is clear; the multimedia operation is skilled, the level is high; The difficulty of the question is moderate, the expression is specific and clear, it can give feedback and summary to the student's answer in time and effectively, and the design of the topic of discussion accords with the students' level and is closely combined with the content of the textbook. At the same time, there are many problems in the teaching behavior of English novice teachers in senior high school. The main problems are: the introduction behavior is not paid enough attention to, the introduction time is too long; the classroom is mainly about narration; the blackboard writing is not beautiful and rigid; the classroom questioning mode is single. A low-level problem; a discussion of formality, etc. The factors influencing novice teachers' classroom teaching behavior include students' situation, teachers' teaching concept and professional knowledge, work burden, teaching experience and teaching ability. Finally, in view of the basic situation of classroom teaching behavior of English novice teachers in senior high school, the author puts forward three overall strategies to improve the classroom teaching behavior of novice teachers, including: 1) strengthening teachers' professional training. Strengthening teachers' practical ability and strengthening the understanding of learning situation and improving teachers' consciousness of autonomous learning in their own professional development. (3) actively listening to classes and practicing, and making continuous progress in the process of reflection. At the same time, the author puts forward five specific implementation strategies for the problems in the behavior of introduction, presentation and dialogue.
【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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