微格教学对英语教育硕士职前教学技能影响的研究

发布时间：2019-03-28 12:42

【摘要】：随着素质教育的提倡和新课改的推动,社会对教师的要求越来越高。教师不仅是一个引导者,更是一个将教学理论与实践相结合的促进者。教师作为教书育人的榜样,不仅需要自己掌握好专业知识,还应该善于教学。教学模式从过去的以教师为中心转变为以学生为中心,这对教师教学技能无疑有了更高的要求。微格教学,作为帮助师范生提高教学技能的一种培训方式,已被国内外大多数师范学校所用。各师范院校对教育硕士的培养为教师队伍的壮大起到了添砖盖瓦的作用。本研究旨在针对高等院校的教育硕士,探讨微格教学对教学技能的影响。本研究以华中师范大学2015级教育硕士为研究对象,根据张建琼在《微格教学实训教程》一书中提出的教学技能的九种分类方法,通过问卷调查、访谈、微格教学视频分析的方式进行研究。这九项教学技能包括:说课技能、导课技能、讲解技能、提问技能、结课技能、强化技能、变化技能、演示技能、板书技能。本文先用问卷调查的方式从整体上调查微格教学对教育硕士教学技能的影响体现在哪些方面,再通过访谈和视频分析的形式进一步探索原因。本研究发现微格教学对教育硕士导课技能、演示技能和结课技能的影响较大,但对板书技能、提问技能的影响较小。以上研究为师范院校教育硕士提高课堂教学水平以及提高教育硕士培养质量上提供了参考。教育硕士进行微格教学前应进行相应的微格教学的理论培训,对教学技能的各个方面都应当有所培养,同时应相应缩减班级规模,如分成几个小班教学,保障教育硕士都能有微格教学的经历。微格教学作为一种教学法不能作为提高职前教师教学技能的唯一方法而应该和其他的实地经验比如实习相结合。采用微格教学法的任课教师之间也应该相互协调沟通,促使更全面的教学技能被训练。
[Abstract]:With the promotion of quality-oriented education and the promotion of new curriculum reform, the society demands more and more teachers. The teacher is not only a guide, but also a promoter combining teaching theory with practice. As an example of teaching, teachers should not only master their own professional knowledge, but also be good at teaching. The change of teaching mode from teacher-centered to student-centered is undoubtedly a higher requirement for teachers' teaching skills. Micro-teaching, as a training method to help normal students improve their teaching skills, has been used by most normal schools at home and abroad. The cultivation of Masters of Education in normal colleges and universities plays an important role in the development of teachers. The purpose of this study is to explore the influence of micro-teaching on teaching skills for Masters of Education in institutions of higher learning. According to the nine classification methods of teaching skills put forward by Zhang Jianqiong in the course of microteaching practice, this research takes the Master of Education of Grade 2015 of Central China normal University as the object of study, through questionnaire investigation and interview, according to the nine classification methods of teaching skills put forward by Zhang Jianqiong in the course of microteaching practice. The method of video analysis in microteaching is studied. These nine teaching skills include: speaking skills, teaching skills, explaining skills, questioning skills, class completion skills, intensive skills, change skills, presentation skills, writing skills. In this paper, the influence of microteaching on the teaching skills of Masters of Education is investigated by questionnaire, and then the reasons are further explored through interviews and video analysis. It is found that microteaching has a great influence on the teaching skills, demonstration skills and class completion skills of Masters of Education, but has little effect on the writing skills and questioning skills. The above research provides a reference for the Masters of Education in normal universities to improve the level of classroom teaching and improve the quality of Masters of Education. Masters of Education should carry out corresponding theoretical training of microteaching before carrying out microteaching, cultivate all aspects of teaching skills, and reduce the size of classes accordingly, such as teaching in several small classes. Masters of Education are guaranteed to have micro-teaching experience. Microteaching, as a teaching method, cannot be used as the only way to improve pre-service teachers' teaching skills, but should be combined with other field experiences such as internships. Teachers using microteaching method should also communicate with each other in order to train more comprehensive teaching skills.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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