反思性教学在大学英语教学中的实践效果

论文摘要

萌发在二十世纪80年代初,兴于90年代的反思性教学深受教育学者的喜爱,特别是在西方国家。可以说,“反思性教学”现已成为国际教育领域广泛流行的时代性语言。近年来,我国教育界和学术界也开始对反思性教学展开了探讨。反思性教学,是以自己的教学行为为思考对象,审视、分析自己在教学过程中做出的种种决策,以及由此产生的结果。在反思的过程中,通过提高参与者的自我觉察水平,而后转变其教学行为,最后达到提高教学能力的目的。本文旨在以反思性教学为指导思想,发现大学英语教学中存在的一些问题。比如:由于长期受以教师为中心的教学方式的影响,出现了老师讲,学生听,学生不愿积极发言,课堂气氛不活跃,老师和学生之间缺乏沟通,互相不了解的情况,以至于尽管老师很努力地教,学生仍然不愿开口说英语,然而,“哑巴”英语早已不能适应国际交往越来越频繁的当今社会。针对以上问题,本文以贵州省财经学院的四名实习老师为研究对象,通过他们对自己的教学实践过程进行反思,找出出现这些问题的原因,探索解决这些问题的有效方法和途径。研究历时8周,研究对象通过教师访谈、问卷调查、教师日志等形式,在实践过程中不断发现问题,提出假设,寻求解决方法,制定新的行动方案,对行动结果进行分析,从而形成反思、计划、实施准备、行动、收集数据、分析数据、评价结果的教学反思循环。本次研究结果以实验前后的教师访谈,实验前后的学生调查问卷,实验前后的录像进行对比分析和论证。研究发现,教师在不断的反思中可以不断改正自己的不足之处,还能让课堂变得气氛轻松,和谐。赢得学生的认可,从而帮助学生提高对该课的兴趣。反思性教学对大学英语教师的职业素质和道德修养提出了新的挑战和更高的要求,是大学英语教师自身发展的有效途径,对教学水平的提高有重要意义。

论文目录

• Acknowledgements
• Abstract in English
• Abstract in Chinese
• Contents
• Lists of Tables
• Lists of Figures
• Chapter 1 Introduction
• Introduction
• 1.1 Problem Posed
• 1.2 The Aim and the Significance of the Study
• 1.3 Composition of the Dissertation
• Chapter 2 Literature Review
• Introduction
• 2.1 The Nature of Reflective Teaching
• 2.1.1 Reflection
• 2.1.2 Reflective Teaching
• 2.1.3 Characteristics of Reflective Teaching
• 2.2 Theoretical Bases of Reflective teaching
• 2.2.1 Cognition and Meta-cognition Theory
• 2.2.2 Constructivism Theory
• 2.2.3 Humanism
• 2.2.3.1 Basic Views of Humanism
• 2.2.3.2 Humanism and Reflective Teaching
• 2.3 Reflective Teaching in Practice
• 2.3.1 A Process of Reflective Teaching
• 2.3.2 Classroom Investigation Techniques of Reflection in ELT
• Chapter 3 The Implementation of the Research
• Introduction
• 3.1 Research Questions in the Study
• 3.2 The Design of the Research
• 3.2.1 Subjects
• 3.2.2 Method
• 3.2.3 Instruments
• 3.2.3.1 The Interview of the Four Teachers
• 3.2.3.2 The Interview with Some Students of the Four Classes
• 3.2.3.3 Questionnaire
• 3.2.3.4 Teaching Journals
• 3.2.3.5 Observation
• 3.2.3.6 Student Journals
• 3.2.3.7 Video
• 3.2.4 The Methodology of the Experiment
• 3.2.5 Procedure
• 3.2.5.1 Observing Stage
• 3.2.5.2 Reflecting Stage
• 3.2.5.3 Planning Stage
• 3.2.5.4 Acting Stage
• 3.2.6 Data Collection and Analysis
• 3.2.7 Timescale of Implementation
• Chapter 4 The Presentation of the Research Results
• Introduction
• 4.1 The Preparation of the Study
• 4.1.1 Choosing Teachers for the Study
• 4.1.1.1 The Reasons for Choosing the Subjects
• 4.1.1.2 The Results of Choosing Teachers
• 4.1.2 Collecting Information for the Four Teachers Reflecting Their Teaching
• 4.1.2.1 The Interview with the Four Teachers before the Experiment
• 4.1.2.2 The Questionnaires of the Students of the Four Classes before the Experiment
• 4.1.2.3 The Video Tape of Their Teaching before the Experiment
• 4.1.2.4 The Interview with Some Students before the Experiment
• 4.2 The Main Study
• 4.2.1 Reflecting and Finding Problems
• 4.2.1.1 Informing the Teachers
• 4.2.1.2 The Teachers Try to Find out the Problems of Their Teaching by Reflection
• 4.2.1.2.1 Problems They Found from Their Teaching Video
• 4.2.1.2.2 Problems They Found from the Questionnaire by the Students
• 4.2.2 The Four Teachers Worked out a Revised Method to Solve the Problems
• 4.2.2.1 The Plan of Teacher A
• 4.2.2.2 The Plan of Teacher B
• 4.2.2.3 The Plan of Teacher C
• 4.2.2.4 The Plan of Teacher D
• 4.2.3 Carrying out the New Plans
• 4.2.4 Keeping Reflecting
• 4.3 The Arrangement of the Study
• 4.4 The Result of the Experiment
• 4.4.1 The Interview with the Four Teacher's after the Experiment
• 4.4.2 The Questionnaire of the Students after the Experiment
• 4.4.3 The Video after the Experiment
• Chapter 5 Analysis and Discussion
• Introduction
• 5.1 Analysis and Discussion
• 5.1.1 On the Results of the Teachers' Changing
• 5.1.2 On the Results of the Change of the Students' Interest of the English Class
• 5.1.3 On the Change of the Class Atmosphere
• 5.2 Discussion
• 5.3 Implication and Suggestion:Creating a Culture of Reflection
• Chapter 6 Conclusion
• Introduction
• 6.1 Conclusion
• 6.2 Limitation
• Appendix Ⅰ Questionnaire
• Appendix II Interview Guideline （For teachers）
• Appendix III Interview Guideline （For students）
• Appendix Ⅳ Teaching journals
• Bibliography