高中英語閱讀教學中教師中介作用的調查研究
發(fā)布時間：2018-09-04 08:34
【摘要】：閱讀是提高學生綜合語言運用能力的主要途徑。閱讀教學是激活釋放師生潛在活力,充分發(fā)揮其智慧的平臺。學生的閱讀認知不能沒有教師的中介作用。教師作為教學活動的引導者,在學生知識建構,人生觀,價值觀方面有著至關重要的作用。教師中介作用理論,因為可以幫助廣大英語教師透過復雜的表象認識到外語教學的基本任務,已經得到越來越多的重視。但大部分的研究對象局限于大學、高職院校教師與學生,針對中小學教師和學生的研究相對較少。本論文將對高中英語閱讀教學中教師的中介作用進行調查研究,主要目的是調查高中英語教師對閱讀教學中教師中介作用的了解程度,教師中介作用在課堂中的實施情況以及學生對于教師中介作用的看法。本論文采用調查問卷和訪談兩種研究方法。選取山東師范大學附屬中學(本部校區(qū))高一年級的165名學生和12名英語任課老師作為調查對象。筆者收集和整理相關數據后,應用SPSS 20.0軟件對數據進行了分析。分析結果表明：英語教師都認識到了中介作用的重要性,并運用到了高中英語閱讀教學中。教師在“讓學生明白意圖”、“行為自控”和“相信積極的結果”這三個中介要素的看法和做法上取得了高度一致,得到了學生的支持和好評,滿足了學生的學習需求和期望,很好地發(fā)揮了中介作用。雖然教師在“超越目前的目的”、“個性”和“歸屬感”這三個中介要素的做法還有所欠缺,但整體來看,教師的看法和做法基本一致,值得肯定。除“歸屬感”之外,大部分學生都認為教師的中介作用很重要,希望教師發(fā)揮真正的中介作用。訪談結果發(fā)現：學生的感受跟問卷結果保持了高度一致。同時,通過訪談結果筆者了解到教師的真實教學處境和問題,這為探索教師的看法和做法之間差距的原因提供了幫助。通過大量的調查與訪談,筆者就如何在高中英語閱讀教學中有效發(fā)揮教師中介作用提出了以下幾點啟示：第一,教師要做好讀前“提示”和讀后“提升”活動,進一步激發(fā)學生的學習動機；第二,教師要幫助學生樹立信心并對學生的表現及時反饋,讓學生有“勝任感”；第三,教師要在閱讀中“創(chuàng)造挑戰(zhàn)”,發(fā)展學生的“個性”；第四,教師要組織小組合作學習,注重培養(yǎng)學習者的合作性；最后,教師要使學習者有“歸屬感”,促進學生的社會發(fā)展。
[Abstract]:Reading is the main way to improve students' comprehensive language use ability. Reading teaching is a platform to activate and release the potential vitality of teachers and students and to give full play to their wisdom. Students' reading cognition can not be without the intermediary role of teachers. As the guide of teaching activities, teachers play an important role in students' knowledge construction, outlook on life and values. The theory of teacher intermediation has been paid more and more attention because it can help English teachers to realize the basic task of foreign language teaching through complex representation. However, most of the research objects are limited to universities, teachers and students in higher vocational colleges, and less research on teachers and students in primary and secondary schools. The purpose of this thesis is to investigate the teachers' mediating role in reading teaching in senior high school. The main purpose of this thesis is to investigate the understanding of teachers' intermediary role in reading teaching in senior high school. The implementation of teacher intermediary in classroom and students' views on teacher mediation. This thesis adopts two kinds of research methods: questionnaire and interview. A total of 165 students and 12 English teachers in the first year of Senior one in the affiliated Middle School of Shandong normal University were selected as the subjects. After collecting and arranging the relevant data, the author analyzed the data with SPSS 20.0 software. The results show that English teachers realize the importance of intermediary and apply it to English reading teaching in senior high school. Teachers have achieved a high degree of consistency in the views and practices of the three intermediate elements of "making students understand their intentions", "self-control of behavior" and "believing in positive results", and have been supported and praised by students, thus satisfying students' learning needs and expectations. Play a good intermediary role. Although the teachers' practice of "surpassing the present purpose", "individuality" and "sense of belonging" is still lacking, the teachers' views and practices are basically consistent and worthy of recognition. In addition to the sense of belonging, most students think that the teacher's intermediary role is very important, and hope the teacher to play a real intermediary role. The results of the interview showed that the students' feelings were highly consistent with the results of the questionnaire. At the same time, the author finds out the teachers' real teaching situation and problems through the interview results, which helps to explore the reasons for the gap between teachers' views and practices. Through a large number of investigations and interviews, the author puts forward the following enlightenments: first, teachers should do well in the activities of "prompt" before reading and "promote" after reading on how to effectively play the role of teacher as intermediary in English reading teaching in senior high school. Second, teachers should help students build up confidence and timely feedback on students' performance so that students have a sense of competence; third, teachers should "create challenges" in reading and develop students'"personality". Fourth, teachers should organize cooperative study in groups, pay attention to cultivating learners' cooperation, and finally, teachers should make learners have a sense of belonging and promote students' social development.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
本文編號：2221564
[Abstract]:Reading is the main way to improve students' comprehensive language use ability. Reading teaching is a platform to activate and release the potential vitality of teachers and students and to give full play to their wisdom. Students' reading cognition can not be without the intermediary role of teachers. As the guide of teaching activities, teachers play an important role in students' knowledge construction, outlook on life and values. The theory of teacher intermediation has been paid more and more attention because it can help English teachers to realize the basic task of foreign language teaching through complex representation. However, most of the research objects are limited to universities, teachers and students in higher vocational colleges, and less research on teachers and students in primary and secondary schools. The purpose of this thesis is to investigate the teachers' mediating role in reading teaching in senior high school. The main purpose of this thesis is to investigate the understanding of teachers' intermediary role in reading teaching in senior high school. The implementation of teacher intermediary in classroom and students' views on teacher mediation. This thesis adopts two kinds of research methods: questionnaire and interview. A total of 165 students and 12 English teachers in the first year of Senior one in the affiliated Middle School of Shandong normal University were selected as the subjects. After collecting and arranging the relevant data, the author analyzed the data with SPSS 20.0 software. The results show that English teachers realize the importance of intermediary and apply it to English reading teaching in senior high school. Teachers have achieved a high degree of consistency in the views and practices of the three intermediate elements of "making students understand their intentions", "self-control of behavior" and "believing in positive results", and have been supported and praised by students, thus satisfying students' learning needs and expectations. Play a good intermediary role. Although the teachers' practice of "surpassing the present purpose", "individuality" and "sense of belonging" is still lacking, the teachers' views and practices are basically consistent and worthy of recognition. In addition to the sense of belonging, most students think that the teacher's intermediary role is very important, and hope the teacher to play a real intermediary role. The results of the interview showed that the students' feelings were highly consistent with the results of the questionnaire. At the same time, the author finds out the teachers' real teaching situation and problems through the interview results, which helps to explore the reasons for the gap between teachers' views and practices. Through a large number of investigations and interviews, the author puts forward the following enlightenments: first, teachers should do well in the activities of "prompt" before reading and "promote" after reading on how to effectively play the role of teacher as intermediary in English reading teaching in senior high school. Second, teachers should help students build up confidence and timely feedback on students' performance so that students have a sense of competence; third, teachers should "create challenges" in reading and develop students'"personality". Fourth, teachers should organize cooperative study in groups, pay attention to cultivating learners' cooperation, and finally, teachers should make learners have a sense of belonging and promote students' social development.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
【參考文獻】
相關期刊論文 前6條
1 王蘭;;關于高中英語閱讀理解的幾點思考[J];才智;2013年09期
2 賴定來;中學英語教師的中介作用調查[J];基礎教育外語教學研究;2004年04期
3 張靜;;英語閱讀與教師中介作用[J];湖北廣播電視大學學報;2014年02期
4 李曉燕;;課改后我國高中英語閱讀教學研究[J];考試周刊;2013年A0期
5 華維芬;“學習者自主”探析[J];深圳大學學報(人文社會科學版);2002年02期
6 張智;維果茨基中介概念的發(fā)展及其對教育的影響[J];云南師范大學學報(哲學社會科學版);2001年01期
相關碩士學位論文 前2條
1 李曉菲;中小學英語教師中介作用對比研究[D];山東師范大學;2012年
2 陳創(chuàng)藝;關聯(lián)理論在高中英語閱讀教學中的應用[D];華中師范大學;2008年
，本文編號：2221564
本文鏈接：http://sikaile.net/jiaoyulunwen/chuzhongjiaoyu/2221564.html
