基于课堂的中学英语教师跨文化教学能力案例研究

发布时间：2018-03-19 12:24

本文选题：英语教师　切入点：课堂教学　出处：《南京师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：教师的跨文化教学能力不仅要求教师具备跨文化交际能力,更是要求他们在课堂教学中具备有效组织课堂的能力。这体现在教师的教学内容、教学方案的选取和设计以及各个教学环节的有效实施等各个方面。本文在对语言与文化的关系、跨文化教学等概念的阐述以及已有跨文化教学研究成果的基础上,采用定量与定性研究相结合的方法,运用课堂观察、调查问卷与半开放访谈的方式,力图基于某四星级中学教师的课堂教学进行个案研究,旨在对课堂教学中英语教师的跨文化教学能力进行探究。具体探究以下三个问题:(1)教师对跨文化教学能力的认知程度如何;(2)教师如何将跨文化教学意识揉进教学施教程序和课堂教学中;(3)教师在教学过程中快速捕捉并应对学生的跨文化认知需求的能力状况如何。研究发现,首先,他们在对跨文化教学的认知方面存在问题,具体表现为仅仅将跨文化教学的能力简单归为文化教学以及提高学生跨文化交际的能力,却并未将其视为整体地把握教学施教程序的方方面面的能力。其次,有些教师跨文化教学意识不强,很少明确而有意识地将其与教学程序和课堂教学结合起来进行文化教学。并且,在课堂教学过程中,对语言形式与文化内涵的密切关系不够重视从而对学生的“语用失误”处理不当。对学生在学习中存在的跨文化方面的问题捕捉不足,处理上也比较笼统模糊,缺少细致具体的应对策略。由此可见,无论是教师自身的职业能力发展还是有效的英语教学,跨文化教学能力都是一个令人堪忧的问题。为此,教师在职培训和师范教育均该从以下两个方面做思考:教师应该改变对跨文化教学的传统观念,提高自身的跨文化教学意识;全方面地提高跨文化教学能力,把握语言形式与文化内涵的内在关系,更好地捕捉并应对学生的需求。
[Abstract]:Teachers' intercultural teaching ability not only requires teachers to have intercultural communication ability, but also requires them to have the ability to organize the classroom effectively in classroom teaching, which is reflected in the teaching content of teachers. On the basis of the relationship between language and culture, the concept of cross-cultural teaching, and the research results of cross-cultural teaching, this paper is based on the selection and design of teaching programs and the effective implementation of each teaching link, and on the basis of the analysis of the relationship between language and culture, the concept of cross-cultural teaching, etc. Using the methods of quantitative and qualitative research, using classroom observation, questionnaire and semi-open interview, this paper tries to carry out a case study based on the classroom teaching of a four-star middle school teacher. The purpose of this paper is to probe into the intercultural teaching ability of English teachers in classroom teaching. The following three questions are discussed in detail: 1) how do teachers understand the intercultural teaching ability? 2) how do teachers knead the awareness of intercultural teaching into teaching? Teachers' ability to quickly capture and respond to students' cross-cultural cognitive needs in the process of teaching. First of all, there are some problems in their cognition of cross-cultural teaching, which are manifested by simply classifying the ability of cross-cultural teaching into cultural teaching and improving students' ability of cross-cultural communication. However, it is not regarded as the ability to grasp all aspects of the teaching process as a whole. Secondly, some teachers do not have a strong sense of cross-cultural teaching. It is rarely clearly and consciously combined with teaching procedures and classroom teaching to carry out cultural teaching. And, in the course of classroom teaching, The close relationship between language form and cultural connotation is not paid enough attention to, and the pragmatic failure of students is not properly dealt with. The lack of detailed and concrete coping strategies shows that the intercultural teaching ability is a worrying problem, whether it is the development of teachers' own professional competence or the effective teaching of English. Teachers' in-service training and normal education should be considered from the following two aspects: teachers should change their traditional concept of cross-cultural teaching, improve their awareness of cross-cultural teaching, and improve their intercultural teaching ability in all aspects. Grasp the internal relationship between language form and cultural connotation, better capture and respond to the needs of students.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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