高中英语教师中介作用调查研究
发布时间：2018-10-12 14:37
【摘要】：近几年来,以维果茨基的“最近发展区”为先导,费厄斯坦的中介理论和十二条中介特征为发展,现代英语教学越来越注重发挥教师的中介作用。在此基础上兴起了很多有关中介作用的研究,但大部分以大学本科生和高职院校学生作为研究对象。本文以建构主义、人本主义和社会互动理论为理论基础,旨在调查高中英语教师和学生对教师中介作用的看法,通过将高中生分为文科和理科生进行研究,调查出了文理科学生对待教师中介作用的不同看法。本文以江西省南昌市某重点建设中学的123名高二学生和50名英语老师作为研究对象,分别采用了问卷调查法、访谈法和课堂观察法。本文主要探讨以下三个问题:第一,高中英语教师和学生对于教师中介作用的看法是怎样的?教师看法和学生看法是否存在差异?第二,文科生和理科生对于英语教师中介作用的看法是否存在差异?对教师有什么启示?第三,学生对英语教师在课堂中实际所发挥的中介作用有何评价?学生的评价和教师对中介作用的看法是否存在差异?教师中介作用调查问卷参照Williams and Burden(2000)设计的问卷,运用统计软件SPSS17.0,将所收集的数据做了以下分析:首先,运用描述性统计,旨在分析高中英语教师和学生对英语教师中介作用的看法以及学生对高中英语教师实施中介作用情况的评价;接着采用独立样本t检验,探讨教师和学生在对英语教师中介作用看法上是否有显著差异;探索文科生和理科生对教师中介作用的看法是否有差异;探索教师对中介作用的看法和学生对教师中介作用的评价是否存在显著性差异。研究得出以下结论:首先,该所高中的英语教师和学生都意识到了教师中介作用的重要性,在十二个中介作用中,教师和学生都认为“培养学习的自信心”、“教授有效的学习策略”、和“清楚的意图和指令”最重要。教师和学生的看法在“清楚的意图和指令”、“任务的重要性”、“培养学习的自信心”、“合作学习”和“归属感”方面有显著差异。其次,文科生和理科生对教师的中介作用看法差异很大,除了“任务的重要性”,文科生和理科生对其余十一条中介作用的看法都存在显著差异。最后,学生对英语教师在实际课堂教学中发挥的中介作用评价较高,但教师的看法和他们的实际行动有很大差距,在十二条中介作用中,除了“任务的重要性”、“超出当前的目的”和“合作学习”三条中介作用外,其余九条中介作用中都存在显著差异。上述研究对高中英语教学具有一定的指导意义。根据此项研究的研究结果,本文还对教师实施中介作用提出了一些建议。
[Abstract]:In recent years, with Vygotsky's "proximate development zone" as the forerunner, Feinstein's intermediary theory and twelve intermediary characteristics as the development, modern English teaching pays more and more attention to the teacher's intermediary role. On this basis, there are many researches on intermediary function, but most of them focus on undergraduates and students in higher vocational colleges. Based on the theories of constructivism, humanism and social interaction, this paper aims to investigate the views of high school English teachers and students on the role of teachers as mediators, and to study high school students by dividing them into liberal arts and science students. This paper investigates the different views of arts and science students on the role of teacher intermediary. In this paper, 123 senior middle school students and 50 English teachers in a key construction middle school in Nanchang City, Jiangxi Province, were investigated by questionnaire, interview and classroom observation. This paper mainly discusses the following three questions: first, what are the views of senior English teachers and students on the role of teacher mediation? Are there any differences between teachers' views and students' views? Second, are there any differences between arts and science students in their views on the role of English teachers as mediators? What is the inspiration for teachers? Third, how do the students evaluate the intermediary role played by English teachers in the classroom? Are there any differences between students' evaluation and teachers' views on intermediary role? According to the questionnaire designed by Williams and Burden (2000), the data collected are analyzed by using the statistical software SPSS17.0,: firstly, descriptive statistics are used. The purpose of this study is to analyze the views of English teachers and students on the role of English teachers in senior high schools and their evaluation of the mediating role of English teachers in senior high schools, and then to use an independent sample t-test. To explore whether there are significant differences between teachers and students in their views on the role of English teachers, to explore whether there are differences in the views of arts students and science students on the role of teachers as mediators; This paper explores whether there are significant differences between teachers' views on mediating role and students' evaluation of teacher's mediating role. The results are as follows: firstly, English teachers and students in this high school are aware of the importance of teacher mediation. In the twelve intermediary roles, both teachers and students think that "cultivating self-confidence in learning". Teaching effective learning strategies, and clear intentions and instructions are most important. There are significant differences between teachers and students in terms of "clear intention and instruction", "importance of task", "developing self-confidence in learning", "cooperative learning" and "sense of belonging". Secondly, there are great differences between arts and science students in their views on teachers' intermediary role, except for "importance of task", there are significant differences between arts students and science students on the other 11 mediating roles. Finally, the students have a higher evaluation of the intermediary role played by English teachers in the actual classroom teaching, but there is a big gap between the teachers' views and their actual actions. Among the twelve mediating roles, besides "the importance of the task", There are significant differences in the other nine mediations between "beyond the present purpose" and "Cooperative Learning". The above research has certain guiding significance for senior high school English teaching. According to the results of this study, this paper also puts forward some suggestions on teachers'mediating role.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2266499
[Abstract]:In recent years, with Vygotsky's "proximate development zone" as the forerunner, Feinstein's intermediary theory and twelve intermediary characteristics as the development, modern English teaching pays more and more attention to the teacher's intermediary role. On this basis, there are many researches on intermediary function, but most of them focus on undergraduates and students in higher vocational colleges. Based on the theories of constructivism, humanism and social interaction, this paper aims to investigate the views of high school English teachers and students on the role of teachers as mediators, and to study high school students by dividing them into liberal arts and science students. This paper investigates the different views of arts and science students on the role of teacher intermediary. In this paper, 123 senior middle school students and 50 English teachers in a key construction middle school in Nanchang City, Jiangxi Province, were investigated by questionnaire, interview and classroom observation. This paper mainly discusses the following three questions: first, what are the views of senior English teachers and students on the role of teacher mediation? Are there any differences between teachers' views and students' views? Second, are there any differences between arts and science students in their views on the role of English teachers as mediators? What is the inspiration for teachers? Third, how do the students evaluate the intermediary role played by English teachers in the classroom? Are there any differences between students' evaluation and teachers' views on intermediary role? According to the questionnaire designed by Williams and Burden (2000), the data collected are analyzed by using the statistical software SPSS17.0,: firstly, descriptive statistics are used. The purpose of this study is to analyze the views of English teachers and students on the role of English teachers in senior high schools and their evaluation of the mediating role of English teachers in senior high schools, and then to use an independent sample t-test. To explore whether there are significant differences between teachers and students in their views on the role of English teachers, to explore whether there are differences in the views of arts students and science students on the role of teachers as mediators; This paper explores whether there are significant differences between teachers' views on mediating role and students' evaluation of teacher's mediating role. The results are as follows: firstly, English teachers and students in this high school are aware of the importance of teacher mediation. In the twelve intermediary roles, both teachers and students think that "cultivating self-confidence in learning". Teaching effective learning strategies, and clear intentions and instructions are most important. There are significant differences between teachers and students in terms of "clear intention and instruction", "importance of task", "developing self-confidence in learning", "cooperative learning" and "sense of belonging". Secondly, there are great differences between arts and science students in their views on teachers' intermediary role, except for "importance of task", there are significant differences between arts students and science students on the other 11 mediating roles. Finally, the students have a higher evaluation of the intermediary role played by English teachers in the actual classroom teaching, but there is a big gap between the teachers' views and their actual actions. Among the twelve mediating roles, besides "the importance of the task", There are significant differences in the other nine mediations between "beyond the present purpose" and "Cooperative Learning". The above research has certain guiding significance for senior high school English teaching. According to the results of this study, this paper also puts forward some suggestions on teachers'mediating role.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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