中美高中外语教学风格比较研究

论文摘要

教学风格是教学过程中教学思想和行为方式的综合体现,它包括了个人的教学态度、知识水平、课堂组织能力等。在过去的几十年间,中国高中的外语教学在中国基础教育系统中占据着愈加显著的地位。教学风格是在长期的教学过程中逐渐形成的,因此持久而独特地影响着课堂教学。二战后的美国成为国际诸多领域中的中坚力量。它是唯一可以不经外语学习就可以完成中学和高中教育的国家,Renate A. Schulz (1998;6)。外语教学长期以来并未得到足够的关注。然而美国仍是具有先进教学设备和完善教育体系的少数国家之一。其外语教学观念经历了巨大的变革,近年来已经更好地为本土师生服务。在高中外语教学课堂上,中美教师之间各自突出的教学风格存在着明显差异。根据对中美师生进行外语教学风格量化表调查和外语学习与教学情况的问卷调查,本文旨在研究两国高中外语教师的教学风格,并通过两者差异比较,寻找提高外语教学风格的效率和成果的解决方案。正文末尾作者提出了几项大胆的建议。本次研究采用了包括采访、教学风格量化表、学生外语学习调查表和课堂观察等定性调查方法。同时应用定量法对相关数据进行分析。来自教学风格量化表的数据或多或少可以反映外语教师的教学风格。学生的外语学习经历的感知可展现教学风格存在的证据或成因。教学风格是外语教学中的关键因素,对教学效果影响显著。对外语教师总体而言,没有完全正确或完全错误的教学风格。每一名教师从其本人国内或国际的背景条件中获取或形成了独特的教学风格。成为一名能满足所有学生求知欲望的真正称职的教师,最佳方法是快速提高自身目标语言的应用能力,调整教学观念,完善教学方法和技能,保持对国内或国际同行的关注。减少教师与学生的风格冲突并非轻而易举,但亦不无可能。不论教师身处何方,不论他们教的是哪种语言,教师应了解学生的需求、愿望、潜力和学习风格偏好,以使用恰当的教学方法去适应他们。一种教学风格要面对繁多情况,教师在计划他们每日的课程时应考虑到这些差别,有意识的努力涵盖多种教学风格,使学生不仅有学习效果并且有兴趣。比较和交流两国之间的教学方法将有助于避免双方教师采用单调的教学方式,固步自封会成为阻止他们及时调整教学风格去适应学习者需求并与之成功交流的障碍。中国教师应该从个人实际出发,回顾个人外语教学实践中获得的经验,并同时学习国外的经验。他们绝不能生搬硬套西方教育体系,并且永不停止追求提高的心志。总之,研究中美高中外语教学风格差异包含以下三点:1.传统的教学风格在不同国家之间存在着明显差异。中国的传统教学风格仍以教师为中心或以权威为中心,在多数课堂上进行着大量的讲授。在全美国普遍应用更灵活的方式,如互动或交流的教学风格。但是学生对中国教师的权威认可度并不高于美国教师。实际上,截然相反。2.人口等客观条件差异及其对外语教学的影响是导致两个国家教师所应用教学风格差异的重要原因。在美国,一名教师可以在学生学习时走动并单独与他们对话,询问他们的观点或意见,或是询问他们解决问题的过程。在中国,单人之间的交流却不可能在课堂上进行。3.除非中国与美国拥有相似的班容量等近似客观条件,否则课堂教学方法差异必然存在。但是比较和学习同行的教学风格可能会带来长远的、对双方师生都有益处的良好效果。后文中将提出更多具体建议和启示。

论文目录

• Abstract
• 摘要
• Chapter One Introduction
• 1.1 Background
• 1.2 Methods and goals of the investigation
• 1.3 Implications from foreign language teaching styles at high schools in the USA
• 1.4 The structure of the thesis
• Chapter Two Literature Review
• 2.1 The definitions of foreign language teaching style
• 2.1.1 The definitions of teaching style
• 2.1.2 The definitions of language teaching
• 2.1.3 The definitions of second language（L2）, foreign language
• 2.1.4 The definitions of foreign language teaching style
• 2.2 General status of the foreign language teaching at high schools in China and the USA
• 2.2.1 Education and foreign language teaching at high schools in China
• 2.2.2 Education and foreign language teaching at high schools in the USA
• 2.2.3 Comparing the education and foreign language teaching at high schools in China and the USA
• 2.3 Characteristics of effective high school foreign language teaching programs in China and the USA
• 2.3.1 Characteristics of effective high school foreign language teaching programs in China
• 2.3.2 Characteristics of effective high school foreign language teaching programs in the USA
• 2.3.3 Comparing the characteristics of effective high school foreigne teaching programs in China and the USA
• 2.4 The accreditors for teachers education programs in China and the USA
• 2.4.1 The qualification of certificate to the teachers in China
• 2.4.2 The Teacher Education Accreditation Council and the National Commission on Teaching for America’s Future
• 2.4.3 Comparing on the accreditors in China and the USA
• Chapter Three Research Design
• 3.1 Purpose
• 3.2 Procedure
• 3.3 Subjects
• 3.4 Methods
• Chapter Four Data Presentation and Analysis
• 4.1 Data presentation and analysis of teaching style inventory
• 4.2 Data presentation and analysis of questionnaire for the students
• 4.3 Analyses on the similarities and differences
• 4.3.1 Similarities of foreign language teaching styles at high schools in China and the USA
• 4.3.2 Difference of foreign language teaching styles at high schools in China and the USA
• Chapter Five Implications and Suggestions
• 5.1 Implications from the foreign language teaching styles at high schools in the USA
• 5.2 Suggestions to the foreign language teachers in China and the USA
• 5.2.1 Suggestions to the foreign language teachers at high schools in China
• 5.2.2 Suggestions to the foreign language teachers at high schools in the USA
• Chapter Six Conclusion
• 6.1 Limitation
• 6.2 Recommendation for further study
• 6.3 General Conclusion
• Bibliography
• Appendices
• Appendix 1 Teaching style inventory
• Appendix 2 A survey for the students on foreign language learning
• Appendix 3 An email of formal invitation to the foreign language teachers in the USA
• Appendix 4 A curriculum of high schools in the USA
• Appendix 5 The row data of TSI and questionnaire
• Postscript
• Acknowledgements