中菲小学英语教师课堂教学比较研究

发布时间：2018-07-08 12:06

本文选题：教学方法 + 课堂教学　；参考：《海南师范大学》2017年硕士论文

【摘要】：随着经济全球化的快速发展,给中国的外语教育带来新的机遇和挑战,外教不断被引入中国进行教学,因此学生有更多机会与母语为英语国家的教师一起学习和交流。外教的到来给中国的英语教学带来了新的活力,他们带来了原汁原味的英语、新颖的教学方法、丰富的英语学习资料和多彩的异国文化。更重要的是,他们新颖的教学方法给我们的英语教学带来了值得思考的问题,如何培养学生的学习兴趣,让学生爱上英语。本论文采用课堂观察法和比较研究法,以海口市某小学的中菲英语教师为研究对象,研究两位教师的课堂教学。本论文首先对中菲英语教师课堂教学进行初步分析,外教从打招呼、播放英文歌、简笔画、提问、游戏操作五个方面进行分析,而中国英语教师从打招呼、复习提问、导入、讲授新课、巩固练习五个方面进行分析。通过呈现中菲英语教师各自的教学样态和教学特征,发现中菲英语教师在课堂教学模型、教学方式、教学行为、教学方法、教学效果五个方面存在差异,包括菲籍教师的课堂教学是一个系统的、过程的、整体的、结构化的组织和安排,而中国教师的课堂教学以学习任务、作业串联为主;菲籍教师善于设计,操作多种多样的教学游戏,而中国教师通过口头语言讲解所学知识;菲籍教师的课堂导入在于导入新知,引起好奇,中国教师的课堂导入在于回顾旧知,引起新知;菲籍教师的开放型问题居多,没有固定的答案,中国教师多使用封闭型问题等。本论文通过进行中菲英语教师课堂教学比较分析,发现中国英语教师课堂教学存在一些问题,包括课堂导入方式过于单一、教学活动形式单一、教学游戏较少、参与面过窄等问题。针对这些问题,提出了一些解决对策,应该增加课堂导入的多样化、改变课堂提问类型的单一性、转变教学观念、以学生为主体等几个建议,希望这些建议对改善中国英语教学起到一定的促进作用。
[Abstract]:With the rapid development of economic globalization, foreign language education in China has brought new opportunities and challenges. Foreign teachers have been introduced into China to teach, so students have more opportunities to learn and communicate with teachers in English-speaking countries. The arrival of foreign teachers has brought new vitality to English teaching in China. They have brought authentic English, novel teaching methods, rich English learning materials and colorful foreign cultures. More importantly, their novel teaching methods have brought us some questions worth thinking about, how to cultivate students' interest in learning and make them fall in love with English. In this paper, classroom observation and comparative research are used to study the classroom teaching of the two teachers in a primary school in Haikou. This paper first analyzes the classroom teaching of English teachers in China and Philippines. Foreign teachers analyze from five aspects: greeting, playing English songs, simple strokes, asking questions, and game manipulation, while Chinese English teachers say hello, review questions, and introduce them. Teach new lessons, consolidate practice in five aspects of analysis. By presenting the teaching patterns and teaching characteristics of Chinese and Philippine English teachers, it is found that there are differences in five aspects: classroom teaching model, teaching method, teaching behavior, teaching method and teaching effect. Including the classroom teaching of Filipino teachers, it is a systematic, procedural, holistic and structured organization and arrangement, while the classroom teaching of Chinese teachers is mainly based on learning tasks and homework series. The Filipino teachers are good at designing. To operate a variety of teaching games, while Chinese teachers explain what they have learned through oral language; the classroom introduction of Filipino teachers lies in the introduction of new knowledge, which causes curiosity, and the classroom introduction of Chinese teachers lies in reviewing old knowledge and causing new knowledge. Most of the open questions of Filipino teachers have no fixed answers, and Chinese teachers often use closed questions. Through the comparative analysis of classroom teaching of English teachers in China and Philippines, this thesis finds that there are some problems in classroom teaching of Chinese English teachers, including the single way of classroom introduction, the single form of teaching activities, and the few teaching games. Participation is too narrow and so on. In view of these problems, some countermeasures are put forward, such as increasing the diversity of classroom introduction, changing the singularity of classroom questioning type, changing teaching concept, taking students as the main body, and so on. It is hoped that these suggestions will contribute to the improvement of English teaching in China.
【学位授予单位】：海南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

【参考文献】