本文選題：小學(xué)英語 + 新手型教師�。� 參考：《淮北師范大學(xué)》2017年碩士論文

【摘要】：小學(xué)英語是學(xué)生在學(xué)校中接觸英語的開始,教學(xué)質(zhì)量的優(yōu)劣直接影響學(xué)生英語學(xué)習(xí)的好壞。好的英語教師能夠熟練的應(yīng)用合適的課堂教學(xué)組織策略,吸引學(xué)生的興趣,幫助學(xué)生更好的掌握英語的基礎(chǔ)知識,為今后的英語學(xué)習(xí)打下堅實的基礎(chǔ)。并非所有的老師都擁有良好的課堂教學(xué)組織策略,專家型教師同樣需要經(jīng)過由新手型教師向?qū)＜倚徒處熮D(zhuǎn)變的過程。本文旨在通過文獻法,訪談法,案例分析法,比較法對一位小學(xué)英語新手型教師和一位小學(xué)英語專家型教師課堂教學(xué)組織策略進行比較研究,分析二者在課堂教學(xué)組織策略中教學(xué)實施,教材理解,教學(xué)方式,教育機智以及課堂即時評價這五個方面的異同,以期能夠總結(jié)出新手型教師課堂教學(xué)組織策略的不足和專家型教師課堂教學(xué)組織策略的的優(yōu)點。在研究的過程中,通過聽取兩位教師教授的相同課程內(nèi)容,與兩位教師進行訪談交流,查閱兩人的教案設(shè)計,咨詢學(xué)校領(lǐng)導(dǎo)對兩位老師評價的方式,對小學(xué)英語新手型教師課堂教學(xué)組織中存在的問題進行總結(jié)和分析,嘗試提出一些對其專業(yè)發(fā)展有益,幫助新手型教師盡快向?qū)＜倚徒處熮D(zhuǎn)變的建議。比較分析結(jié)果表明,新手型教師課堂教學(xué)組織策略存在的主要問題包括:對小學(xué)英語教學(xué)目標的定位認識不足,對小學(xué)英語教材的理解不足,對小學(xué)英語教學(xué)的實踐不足等。因此對小學(xué)英語新手型教師提出如下建議:首先要學(xué)會創(chuàng)建準確而嚴密的課堂教學(xué)組織策略,其次要加強與專家型教師們的交流討論,然后努力建立良好的師生關(guān)系與課堂環(huán)境,要學(xué)會提高課堂即時評價的激勵作用,最后要樹立自我專業(yè)發(fā)展意識。
[Abstract]:Primary school English is the beginning of students' contact with English in school, and the quality of teaching directly affects the quality of students' English learning. Good English teachers can skillfully apply appropriate classroom teaching organization strategies, attract students' interest, help students better grasp the basic knowledge of English, and lay a solid foundation for future English learning. Not all teachers have a good classroom teaching organization strategy, expert teachers also need to go through the process of transition from novice teachers to expert teachers. This paper aims to make a comparative study of classroom teaching organization strategies between a novice primary school English teacher and a primary school English expert teacher by means of literature, interview, case analysis and comparative method. This paper analyzes the similarities and differences between the two in the classroom teaching organization strategy, teaching implementation, teaching material understanding, teaching methods, educational wit and classroom immediate evaluation. The purpose of this paper is to sum up the shortage of classroom teaching organization strategy for novice teachers and the advantages of classroom teaching organization strategy for expert teachers. In the course of the study, by listening to the same curriculum content taught by the two teachers, conducting interviews with the two teachers, consulting the two teachers' teaching plan design, consulting the school leaders on the way the two teachers are evaluated, This paper summarizes and analyzes the problems existing in the classroom teaching organization of English novice teachers in primary schools, and tries to put forward some suggestions which are beneficial to their professional development and help the novice teachers to change to expert teachers as soon as possible. The comparative analysis shows that the main problems in the classroom teaching organization strategy of novice teachers include insufficient understanding of the orientation of primary school English teaching objectives, insufficient understanding of primary school English teaching materials, and insufficient practice of primary English teaching and learning. Therefore, the following suggestions should be put forward to the English novice teachers in primary schools: first, we should learn to create accurate and rigorous classroom teaching organization strategies, and secondly, we should strengthen the exchange and discussion with expert teachers. Then we should establish a good teacher-student relationship and classroom environment, learn to improve the incentive role of immediate classroom evaluation, and finally establish a sense of self-professional development.
【學(xué)位授予單位】：淮北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.31

【相似文獻】

相關(guān)期刊論文 前10條

1 肖映雪;論中小學(xué)專家型教師的基本特征與培養(yǎng)[J];西南師范大學(xué)學(xué)報(人文社會科學(xué)版);2001年03期

2 廖美玲,連榕;新手-熟手-專家型教師成就目標定向與人格特征的研究[J];應(yīng)用心理學(xué);2002年04期

3 李亞真;潘賢權(quán);連榕;;新手—熟手—專家型教師主觀幸福感與教學(xué)動機的研究[J];心理科學(xué);2010年03期

4 薛光平;;淺談中學(xué)英語專家型教師的培養(yǎng)[J];才智;2011年12期

5 黃軍生;;外語專家型教師的“知”與“學(xué)”[J];寧德師范學(xué)院學(xué)報(哲學(xué)社會科學(xué)版);2014年02期

6 郭成;;翟渝成——一位熱愛教育的專家型教師[J];今日教育;2006年10期

7 唐敏芳;;關(guān)鍵人物在英語專家型教師專業(yè)發(fā)展中的作用[J];青少年日記(教育教學(xué)研究);2013年04期

8 連榕;新手—熟手—專家型教師心理特征的比較[J];心理學(xué)報;2004年01期

9 俞寶紅;;中學(xué)英語專家型教師和新教師比較研究——天津某中學(xué)兩位教師的個案分析[J];英語教師;2011年01期

10 宮藝兵;潘娜;趙光澤;;室內(nèi)設(shè)計專業(yè)年輕教師向?qū)＜倚徒處熮D(zhuǎn)化研究[J];教育與職業(yè);2013年02期

相關(guān)會議論文 前3條

1 王毓s，

本文編號：1936717