英语课堂互动的重要性Word格式.docx
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英语课堂互动的重要性Word格式.docx
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GuangdongUniversityofForeignStudies
March,2010
DECLARATIONS
Thepapercontainsnomaterialwhichhasbeenacceptedfortheawardofanyotherdegreeordiplomainanyinstitutionsofhigherlearning.Tothebestofmyknowledgeandbelief,itdoesnotcontainanymaterialpreviouslypublishedorwrittenbyanotherperson,exceptwhenduereferenceismadeinthetextofthethesis.
Signed:
Date:
ACKNOWLEDGEMENTS
Firstandforemost,IwouldliketoshowmydeepestgratitudetomysupervisorMs.LiXiaozhenforhercontinuousguidancefromthepreparationofthisthesistothecompletion.Shedevotedmuchofherprecioustimereadingandpolishingmythesis.Withoutherenlighteninginstruction,impressivekindnessandpatience,Icouldnothavecompletedmythesisinsuchadesirableway.
Moreover,myheartfeltgratitudealsogoestoMr.DongJinwei,HeDesheng,andmanyotherteachersforthisseniorinternshipprogramfromGuangdongUniversityofForeignStudies,mainlyfortheirpersistentguidanceandwillingnessofsharingtheirpreciousteachingexperience.Nottomention,IshallextendmysincereappreciationtoteachersandstudentsfromShenzhenForeignLanguageSchoolandthosewhoparticipatedthisstudywithgreatcooperation.
Lastbutnotleast,I’dlovetothankallofmyclassmatesfortheirhelpfulsuggestionsineverystageofwritingthisarticle,fortheirfriendlysupportandencouragement.
ABSTRACT
ThispaperexaminestheimportanceofEFLclassinteractionintheperspectiveofmethodologies,casesandresearch,andproposesseveralfeasiblesuggestionstoimproveEFLclassinteraction,whichisdividedintothreeaspectsaccordingtotheinfluentialfactors.
ThethesisstartswiththestudiesofcurrentsituationofclassinteractioninChina.Implyingtheexistedproblemsinineffectiveteachingandlearningduetothelackofproperclassinteraction,thepapercontinuesitsexplorationonclassinteraction,includingdefinition,importance,andclassificationindifferentaspects,suchassubject,contentandconsciousness.Followingup,thethesisequipsitselfwiththe3mainmoderneducationtheories:
Behaviorism,Congnitivism,andConstructivism.Herethethesisgivesaliteraturereviewofkeypointsfromthosefamouseducationalistsandthenbacksupwiththecasestakenfromrealclasses,findingthatmostofthemhaveperfectlymatchedwiththetheoriesmentionedbefore.Sothethesisissupportedwithenoughcases.
Inordertohaveamorepreciseandsystematiclookintoclassinteraction,aresearchincludingbothquestionnairesandinterviewarecarefullydesired.Withthefollowing-upgeneralfindingsandin-detailanalysis,factorsthatinfluencetheefficiencyofclassowningtointeractionarelisted,whichbringforwardthesuggestedapproachestotheimprovementofclassinteractionin3prospects:
Teachersprospective,studentsprospectiveandteachingprospective.Thoseshouldbetakenintoconsiderationasawholeforthepurposeofimprovingthecurrentsituationofclassinteraction.
Atlast,Ihopethatthisthesiscouldhelpteachersandstudentsunderstandandcooperatebetterinclass.However,duetomylimitation,there’sstillmuchroomremainedtobeimproved.
KeyWords:
classinteraction;
educationaltheory;
casestudy;
improvement
摘要
本文探讨了英语课堂互动的重要性这一问题。
通过对中学课堂互动现状的简单解读,点出当代中国课堂互动方面出现的一些弊病及其诱发的教育问题和反思。
为了方便进一步分析,文章引出课堂互动的相关概念,阐述课堂的重要性及其分类,再基于行为主义,认知主义和构建主义这当代三大主要教育理论,结合现实课堂观察记录所得进行解析,深入解剖实例是如何与理论有机结合,达到区别各个教育理论的目的,同时也了解到了每个教育理论的优缺点。
笔者在调研中采取问卷调查结合与被调查者的针对性访谈的方式,在传统定量分析基础上加以必要的定性分析,继而推出影响课堂互动的一系列相关因素,为研究准确性与系统性奠定根基。
后半部分重点提出提升课堂互动的方法与建议,从教师,学生以及教学三个方面讲述如何更好地进行课堂互动,阐发改善当今教育现状的迫切希望。
关键词:
课堂互动,教育理论,实例研究,效率提升
Contents
1.Introduction..............................................................................................................1
1.1StatusofEFLClassInteractioninChina..........................................................1
1.2PurposeandOrganizationoftheThesis……....................................................2
2.Interaction-relatedconcepts…….………………………………………...……….3
2.1WhatIs“ClassInteraction”..............................................................................3
2.2Importanceof“ClassInteraction”…................................................................3
2.3ClassificationofClassInteraction.....................................................................5
2.3.1SubjectofClassInteraction...…………………………..………..….….5
2.3.2ContentofClassInteraction.......…………………...…..…..…….…….6
2.3.3ConsciousnessofClassInteraction.....…..……………………….…….7
3.TheoreticalFramework………………………………..………………..….……….7
3.1BehaviorismPerspective….………………………………………….…..…...7
3.1.1Behaviorism……………..…………….………………….............…....8
3.1.2CaseonBehaviorism…………...………………………………....……9
3.2CognitivismPerspective….………………………………………...........…...9
3.2.1Cognitivism.…………….…………………………………...........…....9
3.2.2CaseonCognitivism.…………...………………………………...…..10
3.3ConstructivismPerspective….………………………….……………..........10
3.3.1Constructivism………………………...……….…………...........…...10
3.3.2CaseonConstructivism………...………………….…………….....…11
3.4DifferencesamongBehaviorism,CognitivismandConstructivism……..…12
4.TheresearchonClassInteraction...………………………………..……...………12
4.1PurposeoftheStudy………..……………….………….…..…………..….13
4.2ResearchParticipants………………………………………..…………..….13
4.3ResearchInstrument………………………………...……………….…..….13
4.4DataCollectingandAnalyzing……………………………………………..14
4.5ResultandAnalysis………………………………………..………….….…14
4.5.1Questionnaire…………………………….………………..……….....14
4.5.2Discussion…………………………………….……….……….……..18
5.SuggestionsOnclassinteractionbaseonits3influentialfactors….………....…...18
5.1OnTeachers………...………………………..…………..………..…….…..…19
5.1.1ChangingTeacher’sRoles………………………………………………19
5.1.2ImprovingTeacher’sQuestioningStrategies……………………………19
5.1.3EmployingGroup/PairWork……………………………………………20
5.1.4DesigningMoreInteractiveTasks………………………………………20
5.2OnStudents…………………..……………………………….………….........21
5.3OnTeaching……….…………………………………..……………………….21
6.Conclusion,ImplicationsAndLimitations……...………………………………....22
6.1Conclusions…………...……………………..………………..…………...…22
6.2LimitationsandSuggestionsforFutureResearch.…..……………….………22
7.Bibliography……………………………………………………………….…....…24
1.Introduction
TheultimateaimofEFLteachingisthecultivationofwell-groundedpeoplewithstrongabilityinlanguageandcreativityandotherintegratedskillsneededfordevelopment.However,intheactualpracticeofEFLteaching,suchaimisalwaystooidealtoberealizedowningtokindsofproblemsinoroutofclass.Thispaperhasaspecificviewontheprobleminclass,tobeprecise,theproblemofclassinteraction.
FormostEFLteachers,acommonproblemisdealingwithanunresponsiveclass,wherestudentsarepassiveandavoidinteractionwiththeteacher.Admittedly,thereshouldbetimeswhenateacher’squestionistoodifficulttoanswer,butoftensilencehappensevenifsomestudentsareabletounderstand,toget,andaretoproducetheanswer.Sometimesstudentsmayfeelreluctanttotalkinfrontoftheclassduetotheirnervousnessandshyness.Moreoften,mostclassesaredominatedbyteacherswithlesscooperationfromtheirstudents,shapingthemasstudymachinesthatreceivemessagespassivelywithoutfurtherprocessofself-digestion,whichcanputaterribleeffectonthelanguageabilitydevelopmentofstudents.
Togettothepoint,itisthelackofproperandnecessaryclassinteractionthatcontributestothecurrentsituation.Thisactionresearchprojectattemptstoexplorethisproblemonclassinteraction,toconnectwithmoderneducationaltheories,andtocreateamoreinteractiveteacher-classinterchangeinEFLlearningforstudents.
1.1StatusofEFLClassInteractioninChina
AlongwiththeeducationalreforminEnglishteachingandtheincreasingdemandofthesociety,classinteractionhasbecomeanessentialpartofclasswhichcanneverbeneglected.Justlikeitimpliesinwords,classinteractioncontainsteaching-orientedactivitiesamongteachersandstudents,duringwhichbothteachersandstudentsarecenteroftheclass,thatteacherstrygoodeffortonstimulatingstudentswhilethestudentsarefollowingupcooperatively,thuscontributestoaharmoniousteachingandlearningatmosphere,andfinallygettoeducationobjectivities.
Ontheotherhand,traditionalmodeofteachingappliestheprincipleof“teacher-oriented”,whichisjustoneway.Insuchone-wayclassroom,teachers“actout”alonewhilestudentspretendtobetheaudiences,justlisteningwithoutanycommunicationorconnectionwiththeirteachers.Therecanbesomeoccasionsthataperiodofsilencehappensduringtheprocessofquestioning,whenteachersjustanswerthequestionbythemselves,ortheyjustpretendtoignoretheawkwardnessandmoveforward.Haworth(2001)viewsthatteacherisbeingrepresentedasthe“controllerofthespokenword,”whilst“thelearnersremainintheshadows”.
1.2.PurposeandOrganizationoftheThesis
ResearchofEFLprogramhasillustratedtheimportanceeffectiveclassinteractiononstudents.BasedonthepreciousinternshipexperienceinShenzhenForeignLanguageSchool,thisstudyisdiscoveringtheeffectiveprospectsofteaching,andwhat'
smore,itisalsoexploringsomeunsatisfyingaspectsthatleadtobiggercontributiontothedevelopmentofteachingskills,whichhasasignificanthelpforteachersandwhowantstobeteachers.
Thestudyisparticularlysigni
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- 关 键 词:
- 英语课堂 互动 重要性