本文選題：高中英語課堂 + 新手教師　； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：課堂是我國高中生學(xué)習(xí)英語的主要場所,學(xué)生的學(xué)習(xí)效果直接受到課堂教學(xué)效果的影響,而影響英語課堂教學(xué)效果的直接因素之一是英語教師的課堂教學(xué)行為。新一輪基礎(chǔ)教育課程改革的開展對英語教師的課堂教學(xué)行為提出了更高的要求。但由于新手教師剛剛邁入工作崗位,缺乏教學(xué)理念,教學(xué)經(jīng)驗(yàn)不足,課堂教學(xué)行為存在許多問題。本研究通過調(diào)查與分析高中英語新手教師的課堂教學(xué)行為,了解了當(dāng)前高中英語新手教師課堂教學(xué)行為的現(xiàn)狀和存在的問題,目的在于幫助新手教師區(qū)分有效和無效教學(xué)行為,從而改進(jìn)不利于學(xué)生成長和發(fā)展的教學(xué)行為,以提高教學(xué)效果,并促進(jìn)新手教師的專業(yè)發(fā)展。本研究選取濟(jì)鋼高級中學(xué)5名教齡在3年以內(nèi)的新手教師及5個班級的253名學(xué)生為研究對象,以建構(gòu)主義理論和復(fù)雜適應(yīng)系統(tǒng)理論為基礎(chǔ),運(yùn)用課堂觀察、調(diào)查問卷和訪談,從教師和學(xué)生兩個角度對高中英語新手教師的課堂教學(xué)行為展開調(diào)查。研究過程中,共收集40節(jié)課的課堂觀察記錄,247份有效學(xué)生問卷和8份訪談記錄。調(diào)查的目的在于回答以下三個問題:(1)高中英語新手教師有助于實(shí)現(xiàn)教學(xué)目標(biāo)的教學(xué)行為有哪些?(2)高中英語新手教師的教學(xué)行為存在哪些問題?(3)影響高中英語新手教師教學(xué)行為的因素有哪些?研究發(fā)現(xiàn),高中英語新手教師在導(dǎo)入行為、呈示行為(包括講述、板書和多媒體使用)和對話行為(包括問答和討論)方面的具體表現(xiàn)均有有效地一面,能夠促進(jìn)學(xué)生的學(xué)習(xí)。具體表現(xiàn)在:導(dǎo)入方式多樣,導(dǎo)入靈活有效;講述條理清晰、重點(diǎn)明確、簡潔明了、難度適中;板書及時有效、規(guī)范清晰、層次分明;多媒體操作嫻熟,水平較高;問題難度適中,表述具體清楚,能夠及時有效地對學(xué)生的回答給予反饋和總結(jié);討論話題的設(shè)計(jì)符合學(xué)生水平且和教材內(nèi)容緊密結(jié)合。同時,高中英語新手教師的教學(xué)行為又存在許多問題,主要表現(xiàn)在:導(dǎo)入行為未引起足夠重視,導(dǎo)入時間過長;課堂以講述為主;板書不美觀、死板;課堂提問方式單一,以低層次問題為主;討論流于形式等。影響新手教師課堂教學(xué)行為的因素包括學(xué)生情況、教師的教學(xué)理念與專業(yè)知識、工作負(fù)擔(dān)、教學(xué)經(jīng)驗(yàn)和教學(xué)能力。最后,針對當(dāng)前高中英語新手教師課堂教學(xué)行為的基本狀況,筆者提出了改進(jìn)新手教師課堂教學(xué)行為的三點(diǎn)整體策略,包括:(1)加強(qiáng)教師專業(yè)培訓(xùn),增強(qiáng)教師實(shí)踐能力;(2)加強(qiáng)對學(xué)情的了解,提高教師自身專業(yè)發(fā)展的自主學(xué)習(xí)意識;(3)積極聽課并實(shí)踐,在反思中不斷進(jìn)步。同時,筆者提出了五點(diǎn)針對導(dǎo)入行為、呈示行為和對話行為中所出現(xiàn)的問題的具體實(shí)施策略。
[Abstract]:Classroom is the main place for senior high school students to learn English in our country. The students' learning effect is directly affected by the classroom teaching effect, and one of the direct factors affecting the English classroom teaching effect is the classroom teaching behavior of the English teachers. A new round of basic education curriculum reform has put forward higher requirements for English teachers' classroom teaching behavior. However, the novice teachers have just entered their jobs, lack of teaching concept, lack of teaching experience, and there are many problems in classroom teaching behavior. By investigating and analyzing the classroom teaching behaviors of novice English teachers in senior high school, the present situation and existing problems of classroom teaching behaviors of English novice teachers in senior high school are investigated and analyzed. The purpose of this study is to help novice teachers distinguish between effective and ineffective teaching behaviors. In order to improve the teaching behavior which is not conducive to the growth and development of students, to improve the teaching effect, and to promote the professional development of novice teachers. In this study, 5 novice teachers with less than 3 years of teaching age and 253 students in five classes in Jigang Senior Middle School were selected as the research objects. Based on constructivism theory and complex adaptive system theory, classroom observation, questionnaire and interview were used. This paper investigates the classroom teaching behavior of novice English teachers in senior high school from the perspectives of teachers and students. In the course of the study, 247 valid student questionnaires and 8 interview records were collected. The purpose of the survey is to answer the following three questions: 1) what are the teaching behaviors of novice English teachers in senior high school to help achieve their teaching goals? 2) what are the problems in the teaching behavior of novice English teachers in senior high school? What are the factors of teachers' teaching behavior? It is found that the concrete performance of novice English teachers in the aspects of introduction behavior, presentation behavior (including narration, blackboard writing and multimedia use) and dialogue behavior (including questions, answers and discussions) has an effective side, which can promote students' learning. The concrete manifestation is: the introduction way is diverse, the introduction is flexible and effective; the narration is clear, the emphases are clear, the succinct is clear, the difficulty is moderate; the blackboard is timely and effective, the standard is clear, the level is clear; the multimedia operation is skilled, the level is high; The difficulty of the question is moderate, the expression is specific and clear, it can give feedback and summary to the student's answer in time and effectively, and the design of the topic of discussion accords with the students' level and is closely combined with the content of the textbook. At the same time, there are many problems in the teaching behavior of English novice teachers in senior high school. The main problems are: the introduction behavior is not paid enough attention to, the introduction time is too long; the classroom is mainly about narration; the blackboard writing is not beautiful and rigid; the classroom questioning mode is single. A low-level problem; a discussion of formality, etc. The factors influencing novice teachers' classroom teaching behavior include students' situation, teachers' teaching concept and professional knowledge, work burden, teaching experience and teaching ability. Finally, in view of the basic situation of classroom teaching behavior of English novice teachers in senior high school, the author puts forward three overall strategies to improve the classroom teaching behavior of novice teachers, including: 1) strengthening teachers' professional training. Strengthening teachers' practical ability and strengthening the understanding of learning situation and improving teachers' consciousness of autonomous learning in their own professional development. (3) actively listening to classes and practicing, and making continuous progress in the process of reflection. At the same time, the author puts forward five specific implementation strategies for the problems in the behavior of introduction, presentation and dialogue.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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