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英语阅读研究性教学个案研究

2020-12-02阅读(950)

英语阅读研究性教学个案研究

论文摘要

本研究旨在探讨研究性教学的三个主要特征即主体性、探究性和开放性并借助基于COLT量表的课堂观察表描述这些特征如何在一节英语阅读课中得到体现。研究问题可以分为以下几点:1.研究性教学的主体性在该节课中如何得以体现?2.研究性教学的探究性在该节课中如何得以体现?3.研究性教学的开放性在该节课中如何得以体现?本研究主要以皮亚杰的建构主义学习观和罗杰斯的人本主义学习观为理论框架。研究对象是在扬州大学外国语学院举办的研究性教学比赛中的一节获奖阅读课,研究工具是研究者本人利用课堂观察量表。数据收集包含两步,一是通过听课直接观察课堂教学的诸环节,二是通过反复观看教学录像并将师生话语转换为文字材料。研究者借助观察量表的结果进行数据分析,包括计算师生话语量的比例,师生分别引发话轮比例,其他活动比例,提问在教师话语中的比例,问题分布,参考性问题与展示性问题的比例及课堂组织形式等。本研究的主要发现包括以下几个方面:首先,就师生话语量比例,师生引发话轮比例及其他活动比例而言,这节课在一定程度上体现了以学生为中心的特点。这节课中学生话语占课堂总时间的20%,学生引发话轮数占话轮总数的33%,这一结果和其他研究得到的结果相比明显偏低。但是,其他活动在课堂中的比例(38%)却又大大高于周星,周韵(2002)的研究结果,即7%至33%的范围。教师在课堂上不仅给予学生使用目标语进行交际的机会,还鼓励他们在课堂上从网络和补充材料中搜集信息。这就表明一方面教师越来越重视学生的主观能动性和通过各类活动提高他们解决问题的能力,另一方面实现从传统教学模式向研究性教学的转变是一个长期的过程。其次,就教师话语中问题的比例和问题的分布而言,这节课具有很高的探究性。问题占教师话语的78.95%,在这些问题中,面向全班提问的占72%,面向个人提问的占28%。该节课始于问题的提出并伴随着问题的解决而结束,问题贯穿课堂的全部。这就表明课堂教学的重点已由知识传授向培养解决问题的能力转变而且所有学生都应该融入探究活动的过程。此外,就教学内容和教学形式而言,这节课具有很高的开放性。师生都不再受课本的束缚,课堂教学转变成了解决问题的过程。在教师的25个问题中,有10个参考性问题,占40%;15个展示性问题,占60%。此外教师使用了多种课堂组织形式,其中全班活动占44.44%,小组活动占17.78%,个人活动占37.78%。这表明研究性教学是对传统教学模式的根本变革,我们不仅要运用其外在形式,也要理解其本质含义。不过,本研究存在如下三点不足之处:首先,本研究中使用的课堂观察量表有待改进。课堂是一个动态、复杂的过程,包含诸多因素。本研究中使用的量表仅考察了跟研究性教学有关的七个因素,仍有许多其他因素有待考察,该量表需要更加完整可信。其次,本研究仅对整个研究性教学过程中的一个环节进行研究。如将其他环节也加以研究,比如课前课后的活动,结果将更加可靠。此外,本研究进对一位教师的优秀课例进行研究,未能将其他教师的优秀课例进行对比研究并从中发现共同规律。

论文目录

  • Acknowledgements
  • Abstract
  • 摘要
  • Table of Contents
  • List of Tables
  • Chapter One Introduction
  • 1.1 General Description of the Study
  • 1.2 Motivations for the Study
  • 1.3 Significance of the Study
  • 1.4 Overall Structure of the Thesis
  • Chapter Two Literature Review
  • 2.1 Definition and Main Characteristics of Research-based Instruction
  • 2.1.1 Definition of Research-based Instruction
  • 2.1.2 The Main Characteristics of Research-based Instruction
  • 2.1.2.1 Student-Centeredness in Research-Based Instruction
  • 2.1.2.2 Inquiry in Research-Based Instruction
  • 2.1.2.3 Openness in Research-Based Instruction
  • 2.2 Related Theoretical Studies in Research-Based Instruction
  • 2.2.1 The Constructivist Learning Theory
  • 2.2.2 The Humanistic Learning Theory
  • 2.3 Related Empirical Studies
  • 2.3.1 Classroom Research in General
  • 2.3.2 Development of Classroom Observation Instruments
  • 2.3.2.1 Observation Schemes
  • 2.3.2.2 The Interaction-feedback Discourse Analysis
  • 2.3.2.3 The COLT Scheme
  • 2.3.2.4 Sun’s Scheme for the Observation in Teaching Chinese as a Second Language Classroom
  • 2.3.3 Empirical Studies on Research-based Instruction
  • Chapter Three Methodology
  • 3.1 Research Questions
  • 3.2 Research Design
  • 3.2.1 Subject
  • 3.2.1.1 Background Information of the Teacher
  • 3.2.1.2 Background Information of the Students
  • 3.2.1.3 Teaching Material Description
  • 3.2.2 Instruments
  • 3.2.2.1 The Researcher
  • 3.2.2.2 The Classroom Observation Scheme
  • 3.2.3 Data Collection
  • 3.2.4 Data Analysis
  • Chapter Four Results and Discussion
  • 4.1 Manifestation of Student-centeredness in Research-based Instruction
  • 4.1.1 Manifestation of Student-centeredness in Research-based Instruction in Terms of the Ratios of Teacher/Students’Talk
  • 4.1.2 Manifestation of Student-centeredness in Research-based Instruction in terms of the Ratio of Turns Initiated by the Teacher / Students
  • 4.1.3 Manifestation of Student-centeredness in Research-based Instruction in Terms of the Ratio of Other Activities
  • 4.2 Manifestation of Inquiry in Research-based Instruction
  • 4.2.1 Manifestation of Inquiry in Research-based Instruction in Terms of the Ratio of Questioning in the Teacher’s Talk
  • 4.2.2 Manifestation of Inquiry in Research-based Instruction in Terms of the Distribution of the Teacher’s Questions
  • 4.3 The Manifestation of Openness in Research-based Instruction
  • 4.3.1 Manifestation of Openness in Research-based Instruction in Terms of Instruction Content
  • 4.3.2 Manifestation of Openness in Research-based Instruction in Terms of Instruction Forms
  • Chapter Five Conclusion
  • 5.1 Major Findings
  • 5.2 Implications
  • 5.3 Limitations of This Study
  • 5.4 Suggestions for Future Research
  • References
  • Appendixes
  • Appendix I The COLT Scheme
  • Appendix II Observation Scheme in Teaching Chinese as a Second Language CLassroom
  • Appendix III Observation Scheme in Research-based Instruction in English Reading Classroom

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