高中英语教师阅读教学信念与教学行为现状调查研究

发布时间：2018-03-10 18:40

本文选题：高中英语教学　切入点：阅读　出处：《扬州大学》2017年硕士论文　论文类型：学位论文

【摘要】：近年来,随着外语教学和教师认知研究的深入发展,关于外语教师教学信念的研究逐渐成为国内外学者关注的焦点。作为教师教学实践和教学行为的驱动力,教学信念会对课堂实际教学效果产生重要影响。高中英语阅读教学是英语教学的重要组成部分,是帮助高中生学习英语语言知识和提高语言综合能力的重要途径。我国关于高中英语教师阅读教学信念与教学行为的研究并不丰富,希望通过本研究调查,可以帮助高中英语教师充分了解自己的阅读教学信念和教学行为,明确教学信念对教学行为的影响和启示,从而为英语教师改进教学方法和教学行为,提高课堂教学效果提供指导。本研究旨在回答以下三个研究问题:1).我国高中英语教师的阅读教学信念现状如何?2).我国高中英语教师的阅读教学行为现状如何?3).我国高中英语教师的阅读教学信念和教学行为有着怎样的关系?本研究采用定量与定性相结合的方法。定量研究主要包括一份自行设计的问卷,问卷涉及高中英语教师阅读教学信念与教学行为,分为四个部分:“语言知识”、“阅读目的”、“阅读步骤”、和“阅读材料”。面向江苏省扬州市四所重点高中的108名英语教师发放调查问卷,收到合格问卷100份,获得的定量数据采用SPSS18.0进行分析。随后选取其中具有代表性的三名教师进行半结构式访谈,访谈用中文进行,研究者对整个过程进行录音并随后转写成英文进行研究。通过对所采集的数据进行定量和定性分析,本研究得出如下结论:首先,教师阅读教学信念现状如下:教师认为“语言知识”最为重要,其次是“阅读目的”,“阅读材料”和“阅读步骤”。具体来说,在语言知识上,教师认为“词汇”和“语法”最重要,而对于“翻译能力”较为不重视,认为翻译并没有词汇和语法教学重要。在“阅读目的”上,教师认为“培养阅读兴趣”、“训练批判思维”以及“训练写作能力”较为重要,认为“通过考试”并不是阅读的最终目标。在“阅读材料”上,教师重视“完成足够阅读练习”,“增加课外阅读练习”。在“阅读策略”上,教师重视“分析段落间的联系”、“猜词义”、“略读”、“扫读”、“找大意”。相比之下,“理解文体”和“复述课文”这两个阅读步骤最不重要。其次,教师阅读教学行为现状如下:教师使用“阅读材料”的频率最高,其次是“语言知识”、“阅读目的”和“阅读步骤”。具体来说,在“阅读材料”上,教师经常“布置足够的阅读练习”并且“加大课外阅读量”。在“语言知识”上,“词汇”及“语法”讲解频率最高,而“翻译能力”的培养较少。在“阅读目的”上,大部分教师会帮助学“通过考试”,“培养学生的阅读兴趣”。而“写作能力”的训练很少出现在阅读课堂中。对于“阅读步骤”,教师们经常要求学生“找文章的主旨大意”,与此同时,使用较少的是“列提纲”、“复述文章”等。再者,教师阅读教学信念与行为存在一定差异。最大的差异出现在“阅读目的”中,其次是“语言知识”。差异最小的则是“阅读步骤”。具体来说,存在较大差异的是“大声朗读课文”、“略读”、“列出大纲”、“复述课文”、“完成足量阅读练习”,其使用频率与教师所认同的重要性相比有较大差异。以上结论对高中英语教师的启示是:教师应该充分认识到自己的阅读教学信念,同时还要时刻更新阅读教学理论和教学方法。其次,教师应该关注自身的教学行为,充分利用课堂。教师还需要意识到阅读教学信念和行为的差异,与此同时努力缩小两者的差异,提升阅读教学效率。
[Abstract]:In recent years, with the further development of cognitive research in foreign language teaching and Research on teaching beliefs of teachers, language teachers have gradually become the focus of attention of scholars at home and abroad. As the driving force of teachers' teaching practice and teaching behavior, teaching beliefs will have an important impact on the actual classroom teaching. High school English reading teaching is an important part of English teaching that is an important way to help students to learn English language knowledge and improve their comprehensive language ability. Research on teaching beliefs and teaching behaviors of teachers in senior high school English reading in China is not rich, I hope that through this study, can help high school English teachers fully understand their reading teaching beliefs and teaching behavior, and teaching beliefs influence on clear revelation in order to improve the teaching behavior, teaching methods and teaching behavior for English teachers to improve classroom teaching to provide guidance. The purpose of this study is to answer the following three research questions: 1). How to read the teaching beliefs of the status quo of China's high school English teachers? 2). How to read teaching behavior of Chinese senior high school English teachers? 3). Our high school English teachers' teaching beliefs and teaching behavior is a kind of relationship? This study used quantitative and qualitative methods. Quantitative research mainly involves a self-designed questionnaire, questionnaire of teaching beliefs and teaching behaviors of teachers in senior high school English reading, is divided into four parts: "language knowledge", "the purpose of reading", "reading steps" and "reading material" questionnaire of 108 English. The teacher for the four key senior middle school in Jiangsu city of Yangzhou Province, received 100 valid questionnaires, quantitative data obtained were analyzed by SPSS18.0. Then select one with three teachers to carry on the semi structural interview, interview On Chinese, researchers recorded and then transcribed into English research on the whole process. Through quantitative and qualitative analysis of the collected data, the main conclusions are as follows: firstly, teachers' reading teaching situation of belief as follows: teachers think that the "language knowledge" is the most important, followed by "reading", "reading material" and "reading steps". Specifically, knowledge of the language, teachers think that the "most important vocabulary" and "grammar", and for "translation ability" is not attached to the translation and without vocabulary and grammar teaching. In "reading", "teachers think that cultivate interest in reading", "critical thinking training" and "training writing ability is more important, that" the ultimate goal through examination is not reading. In the reading material, teachers should attach importance to "complete enough reading practice Xi "," increase extracurricular reading practice. "In" reading strategy "," teachers' attention to the analysis of the relationship between paragraphs "," Guessing "," skimming "," Saul read "," find the effect ". In contrast," understanding of style "and" retell the text "the two steps of the reading not important. Secondly, teachers' reading teaching behaviors are as follows: the teachers use the" reading material "of the highest frequency, followed by" language knowledge "," reading "and" reading steps ". Specifically, in the" reading material "," teachers often arrange sufficient reading practice "and" increase the amount of extracurricular reading ". In" language knowledge "," vocabulary "and" grammar "and" culture on the highest frequency, less ability of translation. "In" reading ", most teachers will help the student" pass the examination "," the cultivation of students' interest in reading "and" writing. Ability training of "rarely appear in the reading class. For" reading steps ", teachers often ask students to find the main idea, at the same time, use less is the" Outline "," retell the article ". Furthermore, teaching beliefs and behaviors of teachers' reading has some differences. The biggest difference occurred in" reading ", followed by" language knowledge ". The smallest difference is" reading steps ". Specifically, there is a big difference between the" read the text aloud, "" skimming "," an outline "," retell the text "," done enough reading practice, have great differences in the importance of the frequency of use and teachers' identity. Compared with the above conclusion enlightenment for high school English teachers: teachers should be fully aware of their own reading teaching beliefs, but also time to update the reading teaching theories and teaching methods. Secondly, teachers should pay close attention to their teaching behaviors and make full use of classroom. Teachers also need to realize differences in reading teaching beliefs and behaviors. Meanwhile, efforts should be made to narrow the differences and improve the efficiency of reading teaching.

【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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