在新大纲下中职英语教师教学行为与角色的转换

论文摘要

高职教育作为我国高等教育的一个重要组成部分,近年来,高职教育的形势日趋严峻:学生学习能力较弱,学生文化基础差,相互间的文化层次高低不齐,升学面窄,就业形势不理想,高职学校招生困难等,因此,英语课堂教学单纯讲授是很困难的.英语新课程标准实施以来,高职教育特色化,职业化的办学目标使高职英语教学领域也不可避免地产生了相应的变化,如何系统性优化课程体系,改革教学内容,整体性推进教学改革,这些都是摆在我们面前的紧迫任务.解决这些问题的根本出路在于适时对教师的角色,教学行为和课程体系整体教学模式进行改革.在现代职业教育体系中,教师课堂仍使用以讲授为主语言教学法是很难改变现状.所以,在课堂教学过程中,转变教师角色和教学行为,有选择地把课堂任务交给学生,革新教学模式,根据不同层次的学生设计不同的教学情境,使学生有机会实现自我发展的能力,才能适应新世纪时代的“一专多能”人才的要求.本研究采用问卷调查,访谈和二维对比等方法,利用近一年时间对鞍山地区同一职校同一专业不同班级的两组被试的对比;不同学校同一专业不同班级的两组被试的对比,积累了大量数据,数据表明教师适时进行角色的调整,对课程体系进行改革后,使学生的英语水平有了整体提高,而且教师本身也逐渐锻炼成了“双师型”教师,对日后的办学规模,教学效果有极大的促进.而依据新课程标准,适时对教师角色进行转换,对课程体系进行改革后所取得的效果为职教英语课堂带来了生机,也使学自信心,自主能力倍增,就业技能大幅提高.职业教育逐渐引起人们的重视,为职教学生的前途拓宽了道路.

论文目录

• ACKNOWLEDGEMENT
• 摘要
• Abstract
• Chapter I Introduction
• 1.1 Need for the study
• 1.2 Significance of the study
• 1.3 Research questions and hypothesis
• Chapter II Literature Review
• 2.1 Implications of the new curriculum standard
• 2.1.1 The background of the new curriculum standard
• 2.1.2 Significance of the new curriculum standard
• 2.1.3 Characteristics of the new curriculum standard
• 2.2 Implications of teachers' roles
• 2.2.1 Historical development of teachers' roles
• 2.2.2 Teachers' roles in modern theories
• 2.3 Requirements for teaching behaviors under the new curriculum standard
• 2.3.1 Requirements for the relationship between teachers and students
• 2.3.2 Requirements for the relationship between teaching behaviors and teaching materials
• 2.3.3 Requirements for the relationship between teaching and curriculum
• Chapter III Empirical Study
• 3.1 Research into teachers' behaviors under the new curriculum in Vocational Middle School
• 3.1.1 Objective
• 3.1.2 Subject
• 3.1.3 Research methods
• 3.1.3.1 Questionnaires
• 3.1.3.2 Data collection
• 3.2 Research into students' behaviors under the new curriculum
• 3.2.1 Objective
• 3.2.2 Subject
• 3.2.3 Research method
• 3.2.3.1 Interview
• 3.2.3.2 The finding of the interview
• Chapter IV Analysis and Discussions
• 4.1 Analysis on the problems
• 4.1.1 Problems on relationship between teachers and students
• 4.1.2 Problems of coping with teaching materials
• 4.1.3 Problems on teaching approaches
• 4.1.4 Problems on teaching assessment
• 4.2 Discussions
• 4.2.1 Applying Task-Based approach
• 4.2.1.1 Pre-task
• 4.2.1.2 Task
• 4.2.1.3 Planning
• 4.2.1.4 Report
• 4.2.1.5 Analysis
• 4.2.1.6 Practice
• 4.2.2 Sticking to the student-centered and the teacher-mediated approaches
• 4.2.2.1 The Student-Centered Classroom
• 4.2.2.2 The teacher-mediated classroom
• 4.2.3 New teaching materials as an important agent
• 4.2.3.1 Changing textbook-based tasks and adding new ones
• 4.2.3.2 Beliefs
• 4.2.3.3 Methodology
• 4.2.4 Concentrating on integrated new teaching materials
• 4.2.5 Designing a course unit
• 4.2.6 New methods of teaching assessment under new curriculum standard
• 4.2.6.1 Summative assessment and Formative assessment
• 4.2.6.2 Balancing Assessment
• 4.2.6.3 Testing assessment
• 4.2.6.4 Non-testing assessment
• 4.2.7 The new teachers' role in the classroom
• 4.2.7.1 Showing much concern for the students' feelings and needs
• 4.2.7.2 Creating a kind of harmonious classroom atmosphere
• 4.2.7.2.1 A sense of Humor
• 4.2.7.2.2 Humanity
• 4.2.7.2.3 Initiative
• 4.2.7.2.4 Patience
• Chapter V Conclusion
• 5.1 General findings
• 5.1.1 The teacher's roles under new curriculum standard
• 5.1.2 Teaching behaviors under new curriculum standard
• 5.2 Limitation of the study
• 5.3 Suggestion for future research
• BIBLIOGRAPHY