大学英语读写课教师中介作用调查

发布时间：2018-06-28 02:31

本文选题：中介理论 + 英语教师中介　；参考：《江西师范大学》2017年硕士论文

【摘要】：由于英语教师在外语教学过程中的重要作用,英语教师的角色一直是被长期关注的热门话题。随着新的教育理念如终身学习和全人发展的出现,教育工作者努力探究更加适合于教师促进课堂互动和实现高效课堂的新角色。中介理论认为儿童身边对他有重要意义的人在他的认知发展过程中起着重要的中介作用,鲁文·费厄斯坦(1980)把这个重要意义的人称为中介者并提出了中介者的十二个特征,这为英语教师角色的转变带来了深刻的启示。由于中国教育部2007年颁布的《大学英语课程标准要求》旨在培养学生的英语综合能力和一定的读写能力,这使得大学英语教师扮演中介者的角色才能真正的培养学习者在日新月异的社会中成为独立思考者,问题解决者和终身学习者。国内先前的研究主要集中在教师中介的理论思辨或通过问卷调查的形式来研究教师的中介作用,鲜有研究探究教师的中介作用在真实课堂中的实施情况。本研究通过课堂观察、问卷和访谈相结合的定性定量研究方法全面探究在大学英语读写课上教师中介的主要特征和学生对教师中介作用的评价。研究得出以下结论:1.在大学英语读写课中,在十二个中介特征中,课堂所观察到的教师最显著的三个中介特征为“目标一致”,“自我行为的控制”和“共享”,成为教师的主要中介特征。2.在大学英语读写课中,在十二个中介特征中,“共享”,“目标一致”和“自我行为的控制”被学生感知为最显著的教师中介特征,而“个性”,“胜任感”和“变化意识”被认为是最不被学生感知的教师中介特征。3.在大学英语读写课中,课堂所观察到的教师最显著的三个中介特征“目标一致”,“自我行为的控制”和“共享”与学生所感知的最显著的三个中介特征除了排列次序上的微小差异外基本一致,因此,教师这三个中介特征能够很好地被学生感知,并得到了学生较高评价。而根据排列次序,在“个性”,“胜任感”“长远目标”和“目标的制定”方面课堂观察和学生感知存在较大差异,前两个中介特征的课堂观察比学生感知更显著,而后两个中介特征的学生感知比课堂观察更显著。4.在大学英语读写课中,教师通过小组活动能够有效实现“共享”,并有利于促进学生语言学习发展和认知发展,还有助于培养学习者成为同伴中介,在英语课堂可以作为教师中介的重要补充。以上研究结果在一定程度上为大学英语读写课中教师中介作用的发挥提供一定的启示和借鉴作用。根据这些研究结果,本文也提出了相应的建议。
[Abstract]:Due to the important role of English teachers in the process of foreign language teaching, the role of English teachers has been a hot topic for a long time. With the emergence of new educational concepts such as lifelong learning and whole-person development, educators strive to explore new roles that are more suitable for teachers to promote classroom interaction and achieve efficient classroom performance. The theory of intermediation holds that the people who have important significance to children play an important role in the process of his cognitive development. Raven Feinstein (1980) calls this important person the intermediary and puts forward the twelve characteristics of the intermediary. This has brought profound enlightenment to the change of English teacher's role. Since the requirements of College English Curriculum Standards issued by the Ministry of Education in 2007 are aimed at developing students' comprehensive English proficiency and certain reading and writing skills, This makes college English teachers play the role of intermediary in order to train learners to become independent thinkers problem solvers and lifelong learners in the rapidly changing society. Previous studies in China mainly focus on the theoretical thinking of teacher mediation or the form of questionnaire to study the role of teachers as intermediaries, and few studies have explored the implementation of teachers' intermediary role in real classroom. Based on the qualitative and quantitative methods of classroom observation, questionnaire and interview, this study comprehensively explores the main characteristics of teacher intermediary in college English reading and writing class and the students' evaluation of teacher intermediary role. The study came to the following conclusion: 1. In the course of reading and writing in college English, among the twelve intermediary features, the three most significant intermediary characteristics observed in the classroom are "consistent goals", "self-control" and "sharing", which are the main intermediary characteristics of teachers. In the course of reading and writing in college English, out of the twelve intermediary features, "sharing", "goal consistency" and "self-control" are perceived by students as the most significant teacher intermediary characteristics, while "personality". Competence and awareness of change are considered to be the least perceived characteristics of teacher intermediary. 3. In the course of reading and writing in college English, the three most significant intermediary characteristics observed in the classroom are "consistent goals". The "control of self-behavior" and "sharing" are basically consistent with the three most significant intermediary features perceived by students, except for minor differences in order of order. Therefore, the three intermediary characteristics of teachers can be well perceived by students. And got the student higher appraisal. According to the order of arrangement, there are great differences between classroom observation and students' perception in terms of "personality", "competence", "long-term goal" and "goal making". The first two intermediary characteristics of classroom observation are more significant than students' perception. The latter two intermediary characteristics of students perception than classroom observation is more significant. 4. In the course of reading and writing in college English, teachers can effectively realize "sharing" through group activities, promote students' language learning and cognitive development, and help to train learners to become peer mediators. In the English classroom, it can be an important supplement to the teacher's intermediary. To a certain extent, the above findings provide some enlightenment and reference for teachers to play a role in English reading and writing. According to these research results, this paper also puts forward the corresponding suggestions.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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