高中英语教师课堂教学目标设计调查研究

发布时间：2018-03-19 18:42

本文选题：教学目标　切入点：英语教师　出处：《山西师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：在英语教学的过程中,高效的英语教学设计是高效英语教学的前提。当英语教师在设计英语教学设计时,教学目标扮演着十分重要的角色。它们决定了教学内容的安排,教学方法的选择和教学策略的运用。而且具体的、可实施的和可测量的教学目标是课堂评价与反思的重要标准。而作为高中英语教师,其设计教学目标的能力就非常重要。因此,为了了解和分析当前高中英语教师课堂教学目标设计现状,作者做了此研究。主要研究问题是:1.高中英语教师对教学目标的理解情况如何?2.高中英语教师对教学目标的设计现状如何?3.高中英语教师对教学目标的实施情况如何?为了解决分析研究问题,作者在忻州一中,晋城一中,沁水中学,临县中学以及山西现代双语学校进行了相关调查。在调查过程中,作者运用问卷调查法,教案分析法和课堂观察法对山西省5所不同类型的高中进行相关研究。研究步骤如下:首先,发放并收集向忻州一中,晋城一中,沁水一中,临县中学和山西现代双语学校的问卷。70位高二英语教师认真的填写了问卷。其次,收集这5所学校的教学案例。在收集的过程中,作者收集了47份教学案例。其中包括126个教学目标。作者按照SMART原则整理并分析了这126个教学目标。最后,进行课堂观察。为了了解高中英语教师教学目标的实施情况,作者在47份教学案例中按照设计教学目标的原则挑选了31节英语课并按照课堂观察量表进行了课堂观察。研究结果发现:在教学目标的认识方面,作者发现大多数英语教师认为在英语教学过程中设计英语教学目标很有必要,并且对设计英语教学目标有一个很好的态度。但是一些老师在理解《英语课程标准》方面仍存在一些误区,认为《英语课程标准》中的目标便是课堂教学目标。甚至一些英语教师认为没有必要因为学生的不同而设置不同等级的教学目标。在教学设计方面,作者发现极少数英语教师的教学目标符合教学目标设计的原则(具体的、可测量的、可达到的、相关的和有时间限制的)。大多数英语教师能够设计具体的教学目标,其次是可达到的教学目标、可测量的教学目标、相关性的教学目标。但是只有少数英语教师会对其教学目标进行时间限制。并且有些教学目标存在教学目标主体认识错误,缺少时间限制,表述模糊等问题。在教学目标实施方面,作者发现大多数英语教师可以根据教学目标设计合适的教学活动和教学内容。在实施的过程中,比起一些有趣高效的教学方法,英语教师更喜欢用传统的讲授法。学生们基本可以完成教学任务,但他们并不是很积极地参与课堂活动。基于对高中英语教师教学目标的分析,本文得出一些教育启示和建议。希望可以帮助高中英语教师的教学目标设计能力,提高课堂教学效率。
[Abstract]:In the process of English teaching, efficient English teaching design is the premise of efficient English teaching. When English teachers design English teaching design, teaching objectives play a very important role. They determine the arrangement of teaching content. The choice of teaching methods and the application of teaching strategies. Moreover, concrete, implementable and measurable teaching objectives are important standards for classroom evaluation and reflection. Therefore, in order to understand and analyze the current situation of classroom teaching goal design for senior high school English teachers, The author has done this research. The main research question is: 1. How does the senior English teacher understand the teaching goal? 2. What is the current situation of English teachers' design of teaching objectives in senior high school? 3. What is the status of the implementation of the teaching objectives by senior high school English teachers? In order to solve the problem of analysis and research, the author conducted a survey in Xinzhou No. 1 Middle School, Jincheng No. 1 Middle School, Qinshui Middle School, Linxian Middle School and Shanxi Modern Bilingual School. The methods of teaching plan analysis and classroom observation are used to study five different types of high schools in Shanxi Province. The research steps are as follows: first, distribute and collect to Xinzhou No. 1 Middle School, Jincheng No. 1 Middle School, Qinshui No. 1 Middle School, 70 English teachers from Linxian Middle School and Shanxi Modern Bilingual School filled out the questionnaire. Secondly, the teaching cases of these five schools were collected. The author collects 47 teaching cases, including 126 teaching objectives. The author arranges and analyzes these 126 teaching objectives according to the SMART principle. Finally, the author conducts classroom observation to understand the implementation of the teaching objectives of English teachers in senior high school. In 47 teaching cases, 31 English classes were selected according to the principle of designing teaching objectives and classroom observation was carried out according to the classroom observation scale. The author finds that most English teachers think that it is necessary to design English teaching goals in the process of English teaching. And have a good attitude towards designing English teaching goals. But some teachers still have some misunderstandings in understanding English Curriculum Standards. Even some English teachers think that it is not necessary to set different levels of teaching goals because of the students' differences. In the aspect of teaching design, some English teachers think that the goals in English Curriculum Standards are classroom teaching goals. The author finds that the teaching goals of a very small number of English teachers conform to the principles of teaching goal design (concrete, measurable, achievable, relevant and time-limited). Most English teachers are able to design specific teaching goals. Secondly, there are achievable teaching objectives, measurable teaching goals, and relevant teaching goals. However, only a few English teachers will limit their teaching objectives in time. In the implementation of teaching objectives, the author finds that most English teachers can design appropriate teaching activities and contents according to the teaching objectives. English teachers prefer traditional teaching methods to some interesting and efficient teaching methods. Students can basically accomplish teaching tasks, but they are not very active in classroom activities. In this paper, some enlightenment and suggestions are given. It is hoped that it can help the English teachers in senior high school to design their teaching objectives and improve the efficiency of classroom teaching.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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